Using choral reading and cooperative groups to promote language learning for ell students
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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

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Using choral reading and cooperative groups to promote language learning for ell students

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

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

Threats to Internal Validity

  • History

  • Maturation

  • Testing/Pretest Sensitization

  • Instrumentation

  • Mortality

  • Statistical Regression

  • Selection-Maturation Interaction


Threats to external validity

Threats to External Validity

  • Pretest-Treatment

  • Selection-Treatment Interaction

  • Treatment Diffusion

  • Experimenter Effects

  • Reactive Arrangement/Participants Effects (novelty)


Assessment on word families

Assessment on Word Families


Data pre test and post test chart

Data: Pre-test and Post-test Chart

Assessment on Word Families


Parental involvement and student achievement

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


Survey parental involvement

Survey: Parental Involvement


Survey results chart

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

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

References

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


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