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Using Choral Reading and Cooperative Groups to Promote Language Learning for ELL Students. Ed. 703.22 Seminar in Applied Theory and Research II Susan Chan. Research Design. Quasi-experimental: (X 2 ) - no control group One designated treatment group:
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Using Choral Reading and Cooperative Groups to Promote Language Learning for ELL Students Ed. 703.22 Seminar in Applied Theory and Research II Susan Chan
Research Design • Quasi-experimental: (X2) - no control group • One designated treatment group: - Participants are not randomly assigned. • One group pretest-posttest design: (OXO) - Single group is pre-tested using a WRAP running record (O). - Single group is exposed to a treatment (X). (choral reading) - Single group is post-tested using a WRAP running record (O).
Threats to Internal Validity • History • Maturation • Testing/Pretest Sensitization • Instrumentation • Mortality • Statistical Regression • Selection-Maturation Interaction
Threats to External Validity • Pretest-Treatment • Selection-Treatment Interaction • Treatment Diffusion • Experimenter Effects • Reactive Arrangement/Participants Effects (novelty)
Data: Pre-test and Post-test Chart Assessment on Word Families
Rating Scale (x-axis) (1): Never (2): Once a month (3): Once a week (4): 2 or 3 times a week (5): Daily Correlation: + 0.99 rxy Positive r: X Y Parental Involvement and Student Achievement
Parent Response: (x) (1): Never (2): Once a month (3): Once a week (4): 2 or 3 times a week (5): Daily Student Scores Post-test: (y) Survey Results - Chart
Correlation • Evaluating the correlation between frequency of parent reading to child and reading level, the results show an excellent and positive correlation coefficient, rxy = 0.99. • This indicates that the frequency of a parent reading to a child has an effect on reading levels.
References O’Oconner-Petruso, S.,(2008) Stat.scales.analyses.threats.design.ppt.