A Conceptual Framework For This Study And Its Research Questions

The benefits English language learners (ELLs) receive from Guided Reading are the same as all other students. However, when a modified approach is used ELLs benefit the most. Language learning opportunities gained by ELLs are those that native speakers acquire implicitly. Language and literacy learning opportunities including detailed vocabulary instruction, variables concerning second language (L2) text structure, such as semantics, syntax, and morphology are enhanced and enriched by modification. Some researchers have determined that ELLs are not generally ready for English reading instruction until they are intermediate stage of English language acquisition, while others advocate that reading and a second language are best acquired simultaneously (Avalos, Plasencia, Chavez, & Rascon, 2007, 319). In working with ELLs at

Reading can provide many benefits to the reader. One of those benefits is the expansion of the reader’s vocabulary. The more a reader reads, the broader the reader’s vocabulary.

On reading this article and identifying the study, there was a clear insight on how death and dying, and even improved health, impacted those nurses (Conte, 2014). Nurses, who worked closely with their patients, through the perils and suffering, culminating of death and losses, had grief not readily explored to enable that comfort zone (Conte, 2014).

The aim of the present study was to examine the effects of the chunking (of words) vs non-chunking (of words) on memory recall through an immediate free recall task. Participants were instructed to watch a list of chunked words (then later, random words) as they appear on a screen, trying as best as they could to recall as many words as they possibly could. It was therefore hypothesised that 1) participants would perform significantly better at memory recall (dependent variable) from a chunked list of words than a random list of words (independent variables), that could not be easily categorised into distinct

The client’s reading was probed and analyzed at the beginning of the semester to determine reading strategies to overcome word-finding difficulties and assist with comprehension. Results are included in the “Beginning of the Semester Status” above.

Students' comprehension of the text will be the dependent variable in this study. Comprehension will be measured using the student responses to the story questions. The questions and answers are coming from Benchmark Literacy. In this study, the students will not be given the opportunity to look back in the text to respond to any questions.

Dr. Suess once said, “The more that you read the more things you will know. The more you learn the more places you’ll go!” Ever since I was a child my parents encouraged me to read all the time. I am glad they did or I would not be the kind of person I am today. The English language is very tricky and there are so many rules to it. I did not understand it all when I was in elementary school but now that I am older I do. To learn more about my English journey there are three areas of analysis that must be discussed. The first area of analysis is my reading development. The second area of analysis is what my early words were. The third area of analysis that must be discussed is my writing development. The last but not least area of development is my stuttering and pronouncing my words problem.

Cognitive psychology deals with the mental aspects of processes such as memory where there are many methods, known as mnemonics, which attributes to the expansion of information that can be retained by a person. One method used is chunking, the practices of taking chunks of separate information and organizing them into larger units so that information becomes easier to recall, which is demonstrated in Tulving’s “Subjective Organization in Free Recall of ‘Unrelated’ Words” (1962). Tulving (1962) aim to measure the extent of recall on verbal items when presented in different orders. Tulving asked sixteen female undergraduates to learn a list of 16 words that would be presented on sixteen separate trials, each trial had the words in a different

Music is very popular in the world. It's always changing. They’re so many different types of music: rap, pop, jazz, rock, gospel, country, and even more. They’re so many songs out in the world that has cover songs. In this paper I had to choose any song from any genre and two covers of the original song and conduct a survey. I chose to stick with pop music because that's what most people prefer. The song that I chose was Hello by Adele. My two covers are made by The Animal In Me, cover one, and Leroy Sanchez, cover two. Doing the survey I will learn how people respond to cover songs. I predict that most people would choose the second cover song by Leroy Sanchez because it's a guy who sings and the way he sings it lets you know how he really feels about what he’s saying.

Comprehension is a complex and multi-faceted concept, but most researchers agree that the construction of meaning from text is a central component to reading (Lyon & Moats, 1997; Perfetti & Adolf, 2012). It occurs when the reader builds on one or more mental representations of the meaning of a text (Kintsch & Rawson, 2005). These mental representations are not only constructed at the lexical level (word identification), but also occur at higher sentence level involving syntactic processes. In understanding a text, the reader has to recognise the words, retrieve their appropriate meaning within the contexts, and construct phrases from words (Perfetti & Adolf, 2012). In other words, it is an active process in which the reader has to engage in an intentional and thoughtful interaction with the text (NICHD, 2000).

Baseline measures of reading comprehension was conducted when intervention begin. According to the Mean scores on Comprehension quiz in each phase, the baseline results of two participants were 2.5(31%) and 2.1(26%). During the self-questioning training phase, both students increased to 7.2(90%) and 6.8(85%). Maintenance and generalization phases were administered to the students 3 to 6 weeks after the self-questioning phase. At generalization phase of intervention test, both students scored 8.0(100%) and

These include the use of language and images to create meaning, communicate, and think. Martinez argues that human beings use words to communicate and process information. In other words, the human mind uses language to imagine or create connections that will help to prevent confusion (Martinez, 2010). In my opinion, I agree with the author's perspective. For example, when I try to communicate in English, I use the words that I have stored in my memory to process information and communicate. Furthermore, I use language by applying photographic memory skills, and cluster letters to form words. Martinez describes this process of clustering words as chunking, whereby, the process of grouping information together allows our short-term memory to identify and hold more

The aim of this study was to investigate the impacts of chunking information on memory recall, testing the hypothesis “chunking or categorization has a positive effect on memory recall”. The undergraduate Psychology students (648) from Western Sydney University partook in this experiment. Participants were given a list of random and chunked words respectively and were asked to recollect as many words as possible. The lists contained 25 words with the first word list arranged randomly and the chunked list consisting of 5 distinct groups containing 5 words each. The results from the experiment exhibited a notable difference between the number of words recollected from the two lists, supporting the proposed hypothesis as well as previous

Children begin from an early point to understand that comprehension is the point of reading. Comprehension is the intentional thinking process that occurs as we read. Readers should be purposeful and active. They should use a wide variety of strategies, often simultaneously, to create meaning from text. As mentioned, comprehension strategies and explicit comprehension instruction are often omitted from reading instruction. When students are taught a set of comprehension skills, they will be able to become better independent readers. For students whose home language is Spanish, small group instruction in their home language and Academic English will allow them to transfer their comprehension skills so they can find the meaning of their reading. The first aim of this study is to demonstrate the effectiveness of purposeful reading comprehension instruction. The second aim of this study is to use the comprehension strategies during English instruction and Spanish instruction so students will be able to independently apply those meta-cognition skills that will result in improved reading comprehension

When data from students who had average accuracy and fluency scores, but lower comprehension scores were compared to data from those with similar accuracy and fluency but average comprehension, the consistent differences were found to be lower oral language and vocabulary skills in the poor comprehenders upon entry into formal schooling. (Nation, Cocksey, Taylor & Bishop) Thousands of dollars each year are spent on intervention, trying to improve the reading of children that show delays. When one reads, the clear goal is comprehension of what is read. Without communication of ideas between the author and reader, decoding texts is pointless. Most intervention programs are focused on phonics and word decoding. Oral language interventions concurrent with vocabulary and comprehension tasks at age eight have been shown to lead to significant improvements in reading comprehension. (Nation, et al., 2010). Reading comprehension is not merely a product of being able to decode words and sentences. How we teach children to process and integrate the ideas found in text can have a large impact on their ability to function in a world of ever expanding knowledge and information.