Using Choral Reading and Cooperative Groups to Promote Language Learning for ELL Students

1. 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

2. 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).

3. Threats to Internal Validity • History • Maturation • Testing/Pretest Sensitization • Instrumentation • Mortality • Statistical Regression • Selection-Maturation Interaction

4. Threats to External Validity • Pretest-Treatment • Selection-Treatment Interaction • Treatment Diffusion • Experimenter Effects • Reactive Arrangement/Participants Effects (novelty)

5. Assessment on Word Families

6. Data: Pre-test and Post-test Chart Assessment on Word Families

7. 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

8. Survey: Parental Involvement

9. 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

10. 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.

11. References O’Oconner-Petruso, S.,(2008) Stat.scales.analyses.threats.design.ppt.