University of Northern British Columbia Institutional Repository

Search results

Search Results

Displaying (1 - 20 of 26)

Pages

Title: Guided reading: a manual for grade 1 educators
Contributors: Melissa Nielsen (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), Tina Fraser (Committee member), Deborah Thorvaldson (Committee member)
Abstract: Grade 1 is markedly the most challenging and exciting time in a child’s school experience. These children are no longer the youngest at school, and chances are they have gained an inch or two in height; in this sense, it is a year to feel big. This also marks a time of learning how to read, one of the biggest milestones during the Grade 1 school year. Learning to read is an essential, and fundamental, component of being a successful student, as it spans across all grades and all curriculum. Guided reading can serve as an effective and practical teaching program in order to effectively support students’ journey of developing reading proficiency. This project describes my development of a guided reading manual for Grade 1 teachers... .
Discipline: Education-Special Education
Date added: 2017-05-15T16:21:59.754Z

Title: The effects of strategy instruction on the reading comprehension achievement of junior secondary school students.
Contributors: Trudy Georgine Mothus (author), J. Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Date added: 2017-03-29T17:33:39.968Z

Title: Evidence for the activation of sensorimotor information during visual word recognition: The body–object interaction effect
Contributors: Paul D Siakaluk (author), Penny M Pexman (author), Laura Aguilera (author), William J Owen (author), Christopher R Sears (author)
Abstract: We examined the effects of sensorimotor experience in two visual word recognition tasks. Body-object interaction (BOI) ratings were collected for a large set of words. These ratings assess perceptions of the ease with which a human body can physically interact with a word's referent. A set of high BOI words (e.g., mask) and a set of low BOI words (e.g., ship) were created, matched on imageability and concreteness. Facilitatory BOI effects were observed in lexical decision and phonological lexical decision tasks: responses were faster for high BOI words than for low BOI words. We discuss how our findings may be accounted for by (a) semantic feedback within the visual word recognition system, and (b) an embodied view of cognition (e.g., Barsalou's perceptual symbol systems theory), which proposes that semantic knowledge is grounded in sensorimotor interactions with the environment.
Date added: 2015-09-03T22:35:04.382Z

Title: Norming of CBM reading and writing and DIBELS instruments for School District No. 57 (Prince George)
Contributors: John Edward Cook (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Date added: 2017-04-10T22:16:26.206Z

Title: Temporal and spatial differences in smolting among sockeye salmon (Oncorhynchus nerka) populations throughout fresh- and seawater migration and the effect of water temperature on the smolt window
Contributors: Marley Carter Bassett (author), Mark Shrimpton (thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Salmon smolts undergo physiological changes in the spring that are important for successful migration to seawater. Species that are widely distributed may differ in timing of physiological changes associated with smelting. In my first study, I compared indices of smolt characteristics among populations that differ in migration distance to the ocean. Fraser River sockeye salmon from four regions in the watershed were intercepted at different times during migration to characterize the parr-smolt transformation. Gill Na⁺/K⁺-ATPase (NKA) activity was highly variable at the start of migration, and was not explained by the distance from the ocean. Gill NKA activity changes with migration were also highly variable, but consistently smolts in the ocean had the highest gill NKA activities. The nature of smelting appears to be dynamic and variation was not based on the region of origin, timing during migration, or on the year of migration. The duration of time when anadromous salmon are able to survive in seawater – the smolt window – is influenced by temperature. In my second study, I found that warm water temperature abbreviated the smolt window. Additionally, isoforms of the gill NKA enzyme and endocrine signals suggest that the stimulus for smelting occurred prior emigration from the natal lake. Modeling the thermal experience that smolts encountered as they migrated downstream to the ocean in 2012 suggested Chilko fish did not experience temperatures as warm as the temperatures that abbreviated the smolt window in my study. Furthermore, climate change projections for temperature may not limit successful emigration of Chilko sockeye salmon smolts from central British Columbia to the ocean – but changes in other abiotic and biotic factors may confound this prediction.
Discipline: Biology
Date added: 2017-03-29T17:27:32.805Z

Title: Investigation of reading and writing growth using curriculum based measurement: School District 57 (Prince George)
Contributors: Christopher S. Gilbert (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Date added: 2017-04-10T22:14:34.563Z

Title: Intermediate students' attitudes towards recreational reading and choice of free-time activities
Contributors: Wendy Ione Forsythe (author), Paul Madak (Thesis advisor), Colin Chasteauneuf (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education
Date added: 2017-04-10T22:12:13.607Z

Title: Nonverbal communication: reading interaction between parent and child
Contributors: Kristy Lee Dent (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:17:23.21Z

Title: Thinking beyond the words
Contributors: Kari L. Johnson (author), Andrew Kitchenham (thesis advisor), John Sherry (committee member), Lynda Struthers (committee member), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this project is to provide a handbook for classroom and special education teachers. This handbook is to assist teachers helping their students with ASD to develop reading comprehension skills. This project begins with background information regarding ASD and prevalence rates for ASD along with a discussion about reading comprehension. A literature review outlines the difficulties students with ASD have with reading comprehension and examines the specific areas with which students struggle. An outline of how the project is structured is given and finally a handbook is presented that outlines strategies for teachers to use for each area of deficit which students may encounter. The handbook provides a variety of strategies for each area identified.
Discipline: Education-Special Education
Date added: 2020-08-18T22:04:27.076Z

Title: Curriculum-based measurement norming for reading fluency and written expression for French immersion students in School District #57
Contributors: Sylvie St-Pierre (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Curriculum and Instruction
Date added: 2017-04-10T22:12:36.258Z

Title: Investigation of curriculum based measurement applicability to junior secondary settings.
Contributors: Miranda M. G. Pastore (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Date added: 2017-03-30T17:00:52.195Z

Title: Reading intervention: breaking the loop
Contributors: Elizabeth Manji (author), Judith Lapadat (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The purpose of this project was to implement and evaluate a pedagogically based reading program that had the aims of encouraging student connectedness to reading, and motivating students to become readers. Current research on helping struggling readers focuses on several key concepts: a balanced approach incorporating both skills and meaning based perspectives, motivation to read, additional instruction time, fluency developed through repeated readings, metacognition, and comprehension strategies. Based on this research I developed an instructional approach incorporating these key components. I implemented this approach with two middle school students using an observational case study research method. One goal was to increase the students' reading fluency, comprehension, and motivation. A second goal was to boost their self-perception of themselves as readers. I used the students' perspectives, feedback, and progress during the project to guide instruction. In conducting this project, I increased my knowledge of reading theory, and improved my skills in providing remediation for struggling readers. I plan to present the project and conclusions to school staff, outlining the potential benefits of the program, and validating the need for continued intervention and support for struggling readers at the upper elementary level. --P.iii.
Discipline: Education
Date added: 2017-04-10T22:04:49.503Z

Title: Sign it, say it, read it: the effectiveness of American sign language as a supplement to reading instruction for children with Down syndrome
Contributors: Amanda Szabo (author), Peter D. MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: "Sign it, Say it, Read it" was a 16 session study designed to isolate and examine the effect of using sign language within a comprehensive reading program for students with intellectual and developmental disabilities. A group of 19 students were divided between a treatment and a control group. The treatment group received a comprehensive reading intervention augmented with explicit sign language instruction. The control group received the same comprehensive reading program, but without the sign instruction. Initial and final assessments were conducted of the entire group using a mix of standardized tests and informal inventories. For 16 sessions, a teacher at the Down Syndrome Research Foundation delivered a reading program specific to this population of students. In conjunction, two school reinforcement sessions occurred each week for the duration of the study. The pre and post-performance measure scores were analyzed using repeated measures analysis of variance, (ANOVA) and t-tests for within subjects and between groups. Significant results were found for within subject ANOVA tests. Large effect sizes were found for the treatment group when comparing between group paired t-tests. The findings suggest that this intervention is effective for students with ID/DD. It also appears that sign language augmentation favourably affects language and literacy outcomes. Follow up investigation using a larger sample size for a longer period of time is recommended.
Discipline: Education-Special Education
Date added: 2017-03-29T17:29:57.641Z

Title: Identifying effective reading intervention strategies for Grade 2 and 3 students
Contributors: Janine Marie Blakesley (author), Andrew Kitchenham (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This mixed methods inquiry examined the effectiveness of reading intervention strategies on students who are at-risk for reading failure. The targeted, intensive, and effective reading instruction in which students participated in helped to shed light on this study's central research question: Which reading strategies are effective for a small group of Grade 2 and 3 students with reading difficulties in a large urban school in Whitehorse, Yukon? This project contains a thorough literature review drawing upon relevant research with respect to programming, strategies, and intervention models. Pre-test assessments using two Level B standardized assessments were conducted on four Grade 2 and 3 students in January 2014. Students received 10-weeks of intense reading instruction within the five components of reading. Upon completion of the study post-test assessments employing the same two Level B standardized assessments were conducted on the students in March 2014. The quantitative data results indicated that the implemented intensive reading intervention strategies were significantly effective for all four students. The qualitative data collected from my both field notes and reflective journal indicated that the intensive reading strategies were successful in increasing students' reading performance skills. Data gathered from student records and assessments added further information and helped to reveal possible reasons why students are at-risk for reading failure. --Leaf ii.
Discipline: Education-Special Education
Date added: 2017-03-29T17:25:10.438Z

Title: Attitudes towards reading of intermediate students at a small elementary school in central B.C.
Contributors: Martin Lee (author), Paul R. Madak (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education
Date added: 2017-04-10T22:10:03.387Z

Title: Gender and Aboriginal differences in elementary school students' CBM reading, writing, and DIBELS scores.
Contributors: Shelley Wiltshire (author), Peter MacMillan (Thesis advisor), Catherine McGregor (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: Education-Counselling
Date added: 2017-03-30T17:00:50.422Z

Title: Exploring the relationship between reading comprehension and math word problem test achievement
Contributors: Amy L. Lovell (author), Willow Brown (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This professional inquiry explores the relationships between students' reading comprehension and their performance on a grade six math word problem test, and it evaluates the readability of the wording for word problem test items. Students' results on the 2008 Alberta Provincial Achievement Test for Part B, Word Problems, were compared to their reading levels on the Canadian Achievement Test and the Gates MacGinitie Reading Tests, to evaluate the correlation between reading comprehension and word problem performance. The researcher calculated the readability of test questions and invited students to comment on the difficulty of the wording for each question. This investigation revealed a strong positive correlation between the students' levels of reading comprehension and their scores on the math Provincial Achievement Test Part B. Analysis of scores for individual questions on the math test revealed some surprising anomalies that deserve investigation in a later study. The author shares insights that she will apply to her own teaching to assist students to improve their reading comprehension abilities and their math word problem success. She also provides advice for test construction and recommends further investigation of this research question with a larger sample size. --P. ii.
Discipline: Education
Date added: 2017-04-10T22:09:18.659Z

Title: The validity of DIBELS as an indicator of early literacy achievement.
Contributors: Theodore Zarowny (author), Peter MacMillan (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: As assessment for learning becomes a more common practice in schools throughout North America, this study adds to the current literature that validates assessment practices which educators may use to help guide instruction and support student learning. This study examines the concurrent validity of the Dynamic Indicators of Early Literacy Skills (DIBELS) using Kindergarten and Grade 1 teacher-assigned year-end scores and reading Curriculum Based Measurement (WRC) as the criterion variables. Besides conducting a test of validity, this study will also establish DIBELS benchmarks, or cut-off points, for Kindergarten and Grade 1 using a Northern British Columbia sample. DIBELS scores and CBM reading scores for Kindergarten and Grade 1 students were compared to their final Language Arts performance score. A correlational analysis between the criterion and predictive variables did not confirm concurrent validity of the various DIBELS measures at the Kindergarten level. Being limited to a pass/fail option for final reporting of Language Arts, the teacher assigned final scores resulted in a skewed distribution making a correlation difficult to confirm, indicating the possibility of a Type II error with the Language Arts data. However, significant correlation coefficients were produced between Grade 1 DIBELS measure and WRC. After establishing benchmarks for DIBELS, risk factors were able to be established. These risk factors provide an indication to educators the degree to which a student may be at risk in their early literacy development. This study supports the use of using DIBELS as part of a teacher's assessment regime to identify potential at risk readers so that timely and appropriate interventions can be put into place.
Discipline: Education-Curriculum and Instruction
Date added: 2017-03-30T17:06:06.501Z

Title: Is there an Effect of Print Exposure on the Word Frequency Effect and the Neighborhood Size Effect?
Contributors: Christopher R Sears (author), Paul D Siakaluk (author), Verna C Chow (author), Lori Buchanan (author)
Abstract: Orthographic and phonological processing skills have been shown to vary as a function of reader skill (Stanovich & West, Reading Research Quarterly, 24, 402-433, 1989; Unsworth & Pexman, Quarterly Journal of Experimental Psychology, 56A, 63-81, 2003). One variable known to contribute to differences between readers of higher and lower skill is amount of print exposure: higher skilled readers read more often than lower skilled readers, and their increased print exposure is associated with faster responding to words and nonwords in lexical decision tasks. The present experiments examined the effect of print exposure on the word frequency effect and neighborhood size effect. We conclude that the different outcomes reported in previous studies (Chateau & Jared, Memory and Cognition, 28, 143-153, 2000; Lewellen, Goldinger, Pisoni, & Greene, Journal of Experimental Psychology: General, 122, 316-330, 1993) were due to the type of nonwords used in the lexical decision task (regular nonwords versus pseudohomophones). Our results are explained in terms of differences in the reliance on orthographic and phonological information between readers of higher and lower print exposure.; Orthographic and phonological processing skills have been shown to vary as a function of reader skill (Stanovich & West, Reading Research Quarterly, 24, 402–433, 1989; Unsworth & Pexman, Quarterly Journal of Experimental Psychology, 56A, 63–81, 2003). One variable known to contribute to differences between readers of higher and lower skill is amount of print exposure: higher skilled readers read more often than lower skilled readers, and their increased print exposure is associated with faster responding to words and nonwords in lexical decision tasks. The present experiments examined the effect of print exposure on the word frequency effect and neighborhood size effect. We conclude that the different outcomes reported in previous studies (Chateau & Jared, Memory and Cognition, 28, 143–153, 2000; Lewellen, Goldinger, Pisoni, & Greene, Journal of Experimental Psychology: General, 122, 316–330, 1993) were due to the type of nonwords used in the lexical decision task (regular nonwords versus pseudohomophones). Our results are explained in terms of differences in the reliance on orthographic and phonological information between readers of higher and lower print exposure.; Orthographic and phonological processing skills have been shown to vary as a function of reader skill (Stanovich & West, Reading Research Quarterly, 24, 402-433, 1989; Unsworth & Pexman, Quarterly Journal of Experimental Psychology, 56A, 63-81, 2003). One variable known to contribute to differences between readers of higher and lower skill is amount of print exposure: higher skilled readers read more often than lower skilled readers, and their increased print exposure is associated with faster responding to words and nonwords in lexical decision tasks. The present experiments examined the effect of print exposure on the word frequency effect and neighborhood size effect. We conclude that the different outcomes reported in previous studies (Chateau & Jared, Memory and Cognition, 28, 143-153, 2000; Lewellen, Goldinger, Pisoni, & Greene, Journal of Experimental Psychology: General, 122, 316-330, 1993) were due to the type of nonwords used in the lexical decision task (regular nonwords versus pseudohomophones). Our results are explained in terms of differences in the reliance on orthographic and phonological information between readers of higher and lower print exposure.
Date added: 2015-09-03T22:34:59.06Z

Title: Picture book bibliotherapy: a handbook for individual and group counselling
Contributors: Leah Jackson (author), Linda O'Neill (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Picture storybooks offer situations that are at once universal and unique, and they do this through the skillful interweaving of art and text. Unfortunately, their potential as instruments of bibliotherapy is rarely realized. This project was undertaken to present the multidimensional nature of picture books and their efficacy as therapeutic tools. To that end, I researched bibliotherapy approaches and combined tenets of affective bibliotherapy with methodologies of reading theorists and practical applications from reader response theory to create a new therapy, which I christened picture book bibliotherapy. I crafted a handbook of read aloud strategies, processing activities, group workshops, and therapy termination procedures to use with 12 commercial picture books, in order to inspire therapists and clients to explore the world of talented writers and illustrators, with the ultimate goal of finding new ways of experiencing personal growth and change. --P. ii.
Discipline: Education-Counselling
Date added: 2017-04-10T22:06:30.014Z

Pages

Usage statistics