Create a PowerPoint that focuses on effective methods of teaching comprehension based on five different journal articles on reading comprehension.


2. Detail each method. Add information discussing if you have used this method in class and its effectiveness. If you have not used the method previously, predict what the outcome will be before, during, and after use.

3. PowerPoint should be no less than 10 slides and no more than 20. Do not add large blocks of text to each slide. Instead, add speaker notes to talk around your bullets and information.

4. While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

5. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

Actually, I thinks this isn't paper work. I'd better say it's reading comprehension test about script "Human Nature" by Charlie Kaufman
I'll give you 12 questions which are from scripts (yes, it's quotes) and please, explain 30-40 word responses to about those quotations. And the due day is tomorrow morning, so please, complete it as soon as fast. thanks a lot! Here's 12 quotations.

1...sniffing red swollen female rump . . .(8)
2. I would become a hairless lie (15)
3.Lila glances at several framed photos on the wall : all of Louise and her brother together in various vacation spots (21)
4. Yes, well, I love nature. As long as it stays in the zoo where it belongs(30)
5. She passes it to Nathan, who looks at it and sees that it's a baby money (55)
6. MY assistant quit today. Okay? He was highly valuable to the project.
7. It's an animal urge, Puff. It's nothing to be ashamed of (65)
8. Remember, when in doubt : don't ever do what you really want to do (69)
9. There is nothing that makes you feel dirtier than finally deciding to sell your soul and finding no buyer (76)
10. Please, if you are frim a little person, or rather some achondroplasiac terrorist group... (85)
11. Eat shit, thumbtack dick! (85)
12. Well, at least you have the birds in the trees to twitter at you (96)

This paper will have two Sections, both sections will be 2 pages (4 pages in total)


Section 1:
Throughout the four theories (read the theories in required readings below), do the theories make sense to you? what would you do to teach child to read? Please write a 2 page essay about the theories and their implication.
In this section for each of theories you need to explain:

For each theory:

Define the theory and describe it in terms of its basic assumptions?

State whether you agree with it (in part or in whole). Why or why not?

Explain the practical implications of the theory, in terms of how it would influence the kinds of activities or strategies one might use in the classroom.

Provide an introductory and concluding paragraph for the paper.

Required Readings For Section 1:



1. Cueing systems



Arthur, B. M. (1997), The four cueing system. Retrieved July 25, 2007 from http://www.siu.edu/~arc/chapter3.html.



Saskatchewan Education (2000), Integrating Use of Cueing Systems into Daily Reading Activities. Retrieved July 25, 2007 from http://www.sasked.gov.sk.ca/docs/ela/e_literacy/integrating.html



2. Automaticity



Hook, P.E. and Jones, S.D. (2002), The Importance of Automaticity and Fluency For Efficient Reading Comprehension Retrieved July 25, 2007 from http://www.resourceroom.net/readspell/2002_automaticity.asp



Reading Success Lab (2004), Teachers Ask: What Is The Importance of Automaticity in Skilled Reading? Retrieved July 25, 2007 from http://educator.readingsuccesslab.com/FAQ/Automaticity.html



3. Schema theory



SIL International (1998), Schema theory of learning. Retrieved July 25, 2007 from http://www.pnglanguages.org/lingualinks/literacy/implementaliteracyprogram/SchemaTheoryOfLearning.htm. It gives a good explanation about scheme theory.



Porter, K. Scheme theory. Retrieved July 25, 2007 from http://departments.weber.edu/teachall/reading/prereading.html#SchemaTheory, It discusses the Scheme theory and its implication.



4. Transactional theory



Probst, R. E. (1987), Transactional Theory in the Teaching of Literature, Retrieved July 25, 2007 from http://www.ericdigests.org/pre-926/theory.htm, It explained what the transactional theory is.



Dulin, S. R. (2004), Exemplary literacy practice in transactional strategies. Retrieved July 25, 2007 from http://www.bridgew.edu/Library/CAGS_Projects/Sdulin/litresearch.htm, it discussed whether implementing transactional strategies instruction improve reading comprehension and enable a reader to move from an acclimated reader to a proficient reader.



Nettles, D.H.(2006) Comprehensive Literacy Instruction in Today's Classrooms Pearson Education.




Section 2:

Emerging readers need understandings of the elements of literacy such as letter knowledge, concepts of words and phonemes to develop their early reading and writing skills. Suppose you are a teacher, what activities/strategies you are using for promoting children's emerging literacy. Please write 2 page essay. This paper should include:

What is the emerging literacy?

What are the critical elements influencing children's early reading and writing skills? why?

If you have a position as a teacher, what activities/strategies are you using for promoting children's emerging literacy?

Required readings


Stratton, J. M., Emerging literacy, Emergent Literacy: A New Perspective by. Retrieved July 25, 2007 from http://www.braille.org/papers/jvib0696/vb960305.htm

Learning Point Associates (1999), Critical Issue: Addressing the Literacy Needs of Emergent and Early Readers.. Retrieved July 25, 2007 from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li100.htm

Michelle Hubbard (2000), shared book reading, Retrieved July 25, 2007 from http://www.hubbardscupboard.org/shared_reading.html. . It explains what the Shared Reading is.

Behrmann, M.M. (1995), Beginning Reading And Phonological Awareness For Students With Learning Disabilities, Retrieved July 25, 2007 from http://www.kidsource.com/kidsource/content2/disability.phonological.html.

Hempenstall, K. (2003), Phonemic Awareness: What Does it Mean?, Retrieved July 25, 2007 from http://www.educationnews.org/Phonemics/phonemic_awareness_what_does_it_.htm

Saskatchewan Education (2000),Phonemic awareness activities, Retrieved July 25, 2007 from http://www.sasked.gov.sk.ca/docs/ela/e_literacy/awareness.html

McGraw Hill Publishing (1997), Early writing development. Retrieved July 25, 2007 from http://www.lindaslearninglinks.com/earlywrtgdev.html. It explains the development of writing skill.

This is the rest of 25 pages order. *I demand you start on this order on the late of December or the beginning of January. I'll let you know the specific time when I'm decide on. *But you need to send me Appendices recently cause I need them now. *Please send me the completed reference for the last part you did cause most of them missing VOL number or publisher or place of publish, even both of them.

A. I've renamed the thesis topic more detail and it'll not affect your following writing. (The Effectiveness of Music on Vocabulary Competence, Writing, Reading Comprehension and Motivation in English Language Learning in High School)

Please use "vocabulary competence" instead of "vocabulary competence/acquisition" in the following content.

The research hypothesis/questions and your following research writing will keep the same order as topic stated:
1. Is there a significant difference in vocabulary competence between mean scores before and after test for those embracing music as a teaching method? 2 Is there.........in writing.......? 3. Is there.......in reading comprehension........? 4. Is there..........motivation.......?

B. Please give a briefly Introduction at the beginning of every chapter.

C. The minimum time of whole research is 40 hours. You will be spend 8 weeks instead of 6 weeks as you stated in the paper if you take 1 hour per day, 5 days per week. But you can freely arrange the research time as you like base on the principle of 40 hours limitation. Use *A time Table to show how you will be arrange the research time, and Lesson Plans to show how you intend to do the treatment as well.

D. Appendices for pre-test and post-test, pre-test and posttest results, t-test results, classroom observations activities, lesson plans, exercises on class, songs you intend to use, checklist(as you've stated), journal entries, research questions etc. Please cover all area as you've stated in the paper.

E. List of figures and list of tables


Customer is requesting that (cwanga) completes this order.

write a 2 page paper about how to help students to become fluent readers. You need to address:

What is the fluency in reading?

What is reading comprehension?

What is the relationship between fluency and comprehension?

Discuss which strategies or activities will help students to become fluent readers?



Background Reading
Reading Fluency:

1. Busy Teachers Caf (2007. Improving Reading Fluency In Young Readers. Retrieved July 25, 2007 from http://www.busyteacherscafe.com/units/fluency.htm.
It explains what fluency is, why it is important and components in fluency.

Lisa B. (2007), 5 Surefire Strategies for Developing Reading Fluency, Retrieved July 25, 2007 from http://content.scholastic.com/browse/article.jsp?id=4367

I need an 18 week instructional plan based on 3 Indiana State Standards for 3rd graders who are in special education. It should use the computer based curriculum of Alpha Omega Publications- . I will send an overview. Since this is based on computer assisted instruction, using communication devices to improve reading skills with special needs children; its imperative to include in the lessons the type of technology that is going to be used in each lesson i.e smartboard, clickers, etc.

Area's to cover are Literacy based on reading, writing and social behaviors. I will send an overview of the program for you to use as a guide. Make sure to include basic pre/quartley/post assessments using both Gates MacGinitie reading test for the pre/post and NWEA for the quartlery assessments.Please include lessons on phonics, spelling, vocabulary, comprehsion and the ability to demonstrate communicating it via both written and spoken word. Along with a social behavior plan incorporate in the 18 weeks to teach positive social behaviors to aide in transitioning into mainstream environments.

Sample Lesson Topics: VOWELS, MAIN IDEA, CAPITALIZATION Course Overview Language Arts Symbols Spelling with Short Vowels Quiz 1 Spelling Quiz 1 Reading to Find the Main Idea Project: Book Report Project: Learning a New Language Spelling with Short Vowels Quiz 2 Spelling Quiz 2 Grammar: Complete Sentences; Capitalization Quiz 3 Grammar: Punctuation Spelling with Silent Letters Quiz 4 Spelling Quiz 3 Unit 1 Special Project Review Game Test Alternate Test Reference SENTENCES, CAPITALIZATION, ABC ORDER Grammar: Sentence Sense; Capital Letters (1) Project: Book Report-- Poetry Spelling with Long Vowels Quiz 1 Spelling Quiz 1 Grammar: Capital Letters (2) Reading Comprehension Spelling Words That Sound or Look Alike Quiz 2 Spelling Quiz 2 Grammar: Alphabetical Order Spelling with Silent E Quiz 3 Spelling Quiz 3 Spelling with Vowel Pairs Writing a Story Quiz 4 Spelling Quiz 4 Unit 2 Special Project Review Game Test Alternate Test Reference DICTIONARY SKILLS, WORD PARTS, VOCABULARY Grammar: Using the Dictionary Project L303A--Making Your Own Dictionary Grammar: Capital Letters (1) Spelling with r-Controlled Vowels Quiz 1 Spelling Quiz 1 Grammar: Word Parts (1) Grammar: Word Parts (2) Spelling with ar Quiz 2 Spelling Quiz 2 Grammar: Antonyms Reading: Vocabulary Project: Book Report--Folk Tales Spelling Antonym Pairs Quiz 3 Spelling Quiz 3 Grammar: Capital Letters (2) Grammar: Synonyms Project: Writing a Story about Pets Spelling with or Quiz 4 Spelling Quiz Four Unit 3 Special Project Review Game Test Alternate Test Reference PARTS OF SPEECH, IRREGULAR VOWELS, COMPREHENSION Grammar: Nouns Grammar: Adjectives Spelling Words with Irregular Vowel Sounds Quiz 1 Spelling Quiz 1 Grammar: Verbs Grammar: Adverbs Spelling with w-controlled Vowels Quiz 2 Spelling Quiz 2 Grammar: Punctuation Marks Grammar: Using Capital Letters Grammar: Using the Dictionary Quiz 3 Grammar: Reviewing Words and Word Parts Reading: A Big Surprise Project: Gideon Today Project: Book Report: Biography Spelling with y as a Vowel Quiz 4 Spelling Quiz 3 Unit 4 Special Project Review Game Test Alternate Test Reference READING TO UNDERSTAND, COMMAS, SILENT LETTERS Reading (1) Grammar: Review Project: Vowels Spelling with Different Vowel Sounds Quiz 1 Spelling Quiz 1 Reading: Comprehension Reading: Story Elements Project: Book Report--Animal Stories Spelling with Silent gh Quiz 2 Spelling Quiz 2 Grammar: Reviewing Capital Letters Grammar: Punctuation Marks Spelling with Suffixes Quiz 3 Spelling Quiz 3 Unit 5 Special Project Review Game Test Alternate Test Reference CAUSE AND EFFECT, HOMOGRAPHS, HAIKU POETRY Character/Main Idea/Details in a Parable Spelling with -eer and -ion Quiz 1 Spelling Quiz 1 Grammar: Capitalizing Titles; Using Commas Spelling with the Letter G Quiz 2 Spelling Quiz 2 Sequence/Cause and Effect/Responding to a Parable Spelling Plurals or Words with -air Quiz 3 Spelling Quiz 3 Reading: Haiku Poetry, Homographs Project: Book Report--Haiku Poetry Project: Haiku Poetry Spelling with -ei and -ie Quiz 4 Spelling Quiz 4 Unit 6 Special Project Review Game Test Alternate Test Reference FOLLOWING DIRECTIONS, SUFFIXES, PRONOUNS, FRIENDLY LETTERS Reading for Main Idea Grammar: Noun Review Grammar: Singular and Plural Nouns (1) Grammar: Singular and Plural Nouns (2) Extra Practice: Singular and Plural Nouns Spelling Compound Words Quiz 1 Spelling Quiz 1 Reading: Follow Directions/ Fact or Fiction Project: Following Directions Spelling with Suffixes (1) Quiz 2 Spelling Quiz 2 Grammar: Pronouns Grammar: Suffixes -er, -est Spelling with Suffixes (2) Quiz 3 Spelling Quiz 3 Composition: Friendly Letters Essay: Writing a Friendly Letter Spelling General Words Quiz 4 Spelling Quiz Four Unit 7 Special Project Review Game Test Alternate Test Reference READING A PLAY, COMPARING WITH ADJECTIVES, ROOT WORDS Reading for Sequence Grammar: Adjective Review Spelling with -le Quiz 1 Spelling Quiz 1 Reading for Details Grammar: Comparing with Adjectives (1) Grammar: Comparing with Adjectives (2) Extra Practice: Comparing with Adjectives Spelling Compound Words Quiz 2 Spelling Quiz 2 Reading a Play Grammar: Action Verbs Grammar: State-of-Being Verbs Spelling Root Words Quiz 3 Spelling Quiz 3 Unit 8 Special Project Review Game Test Alternate Test Reference CLASSIFYING, REFERENCES, THANK-YOU LETTERS, PREDICTING OUTCOMES Reading to Classify Grammar: Adverbs Spelling with Prefixes Quiz 1 Spelling Quiz 1 Reading for Information Project: Book Report--Nonfiction Composition: Thank-you Letters Project: Writing a Thank-you Letter Spelling with Suffixes Quiz 2 Spelling Quiz 2 Reading to Predict Outcome Using Reference Books Spelling with the Suffix -teen Quiz 3 Spelling Quiz 3 Unit 9 Special Project Review Game Test Alternate Test Reference

Course Overview:COURSE OVERVIEW



Language Arts 300 focuses on the sequential development and integration of communication skills in four major areas??"reading, writing, speaking, and listening. It most specifically focuses on deepening and furthering students' understanding in the following ways:

Reading??"introduces students to basic reading skills, including the identification of main ideas, supporting details, sequence, and facts and opinions; shows students how to identify parts of speech in sentences; helps students develop basic literary comprehension skills through the reading of short stories, a short play, and haiku poetry.
Writing??"develops students understanding of sentence structure, providing hands-on experience with complete sentences and parts of speech; introduces students to roots and affixes, and basic word relationships, including homographs, synonyms, and antonyms; develops students vocabulary and spelling skills; gives students the opportunity to develop their abilities in writing paragraphs, haiku poetry, short stories, and friendly letters.
Special Topics??"introduces basic research skills, including the use of atlases, dictionaries, encyclopedias, newspaper and magazine articles, and textbooks.
Curriculum Contents
Reading Comprehension Skills
Cause and Effect
Context Clues
Determining Authors Purpose??"Reading for Entertainment and Reading for Information
Following Written Directions
Identifying Facts and Opinions
Identifying Main Ideas and Supporting Details
Predicting Outcomes
Reading Haiku
Reading a Short Play
Reading Short Stories
Sequence
Composition
Writing a Friendly and Thank You Letter
Writing Haiku
Writing Short Stories
Grammar and Usage
Adjectives??"Making Comparisons
Nouns??"Singular and Plural
Parts of Speech??"Identification
Punctuation??"Commas, Exclamation Points, Periods, and Question Marks
Sentence Structure??"Complete Sentences
Literature Studies
Drama
?-?Definition
?-?Elements??"Structure, Character,and Setting
Fiction??"Definition
Nonfiction??"Definition
Poetry
?-?Definition
?-?Elements??"Structure, Rhyme, and Meter
?-?Haiku
Spelling
Compound Words
Confusing Spellings
Irregular Vowels
Short and Long Vowels
Silent Letters
R-controlled and W-controlled Words
Roots and Affixes
Word Endings
Words with ie, ei and ar
Words with Irregular Vowels
Vocabulary Building
Compound Words
Dictionary Skills
Word Relationships??"Synonyms, Antonyms, and Homographs
Word Structure??"Roots and Affixes
Special Topics
Reference Materials??"Atlases, Dictionaries, Encyclopedias
Suggested Resources
In addition to the default course program, Language Arts 300 includes extra alternate lessons, projects, and tests for use in enhancing instruction or addressing individual needs. Below is a list of suggested resources which can be used in conjunction with these assignments.

Unit Assignment Resource
2 Book Report ??" Poetry A Child's Garden of Verses, by Robert Louis Stevenson, Grosset & Dunlap, 1957
The Christopher Robin Verses, by A. A. Milne, E. P. Dutton & Co., 1967
The Llama Who had No Pajama, by Mary Ann Hoberman, Browndeer Press, a division of Harcourt Brace & Co., 1998
Pizza the Size of the Sun, by Jack Pretutsky, Greenwillow Books, 1996

3 Book Report ??" Folktales Llama and the Great Flood; a Folktale from Peru, by Ellen Alexander, Crowell, 1989
The Tale of Three Trees, retold by Anglea Elwell Hunt, Lion Publishing Company, 1989
Fairy Tales and Stories, by H. C. Andersen. A Wonder-Book for Girls and Boys, by Nathaniel Hawthorne
Rapunzel, by Brothers Grimm, retold and illustrated by Bernadette Watts, Thomas Y. Crowell Co, 1975
The Nutcracker Ballet, retold by Deborah Hautig, Random House, 1992
The Snow Queen, by Hans Christian Andersen, translated by Noami Lewis, Henry Holt and Co. 1979
Johnny Appleseed, retold and illustrated by Steven Kellogg, Morrow Junior Books, 1988
Mr. Yowder and the Train Robbers, by Glen Rounds, 1981, Holiday House
Pecos Bill, retold and illustrated by Steven Kellogg, Morrow Junior Books, 1986
Paul Bunyan, retold and illustrated by Steven Kellogg, Morrow Junior Books, 1984
Aesop's Fables, by Aesop, illustrated by A. J. McClaskey, retold by Ann McGovern, Scholastic, 1963
Fables, by Arnold Lobel, Harper and Row, 1980. Caldecott Medal Winner
The Fisherman and His Wife, by Jacob Grimm, Farrar, 1980

4 Book Report ??" Biography Diego Rivera, by Mike Venezia, Children's Press, 1994.
Isaac Newton: Scientific Genius, by Pearle and Harry Schultz, Garrard Publ., 1972.
Thomas Edison, by Haydn Middleton, from the "What's Their Story?" series, Oxford University Press, 1997.
The True Story of Pocahontas, by Lucille Recht Penner, Random House,1994.
The Chimney Sweep's Ransom, about John Wesley (1992)
Defeat of the Ghost Riders, about Mary McLeoad Bethune (1997)
Escape from the Slave Traders, about David Livingston (1992)
Flight of the Fugitives, about Gladys Aylward (1994)
The Forty-Acre Swindle, about George Washington Carver (2000)
The Hidden Jewel, about Amy Carmichael (1992)
Hostage on the Nighthawk, about William Penn (2000)
Listen for the Whippoorwill, about Harriet Tubman (1993)
The Queen's Smuggler, about William Tyndale (1991)
Spy for the Night Riders, about Martin Luther (1992)

5 Book Report ??" Animal Stories Chester the Worldly Pig, by Bill Peet, Houghton Mifflin, 1965.
The Desert Critter Friends series: Friendly Differences; Clubhouse Surprises; Campout Capers; Desert Detectives; Thorny Treasures.
Fantastic Mr. Fox, by Roald Dahl (author of Charlie and the Chocolate Factory), Alfred A. Knopf, 1970.
Frog and Toad All Year, by Arnold Lobel, Harper & Row, 1976.
Only One Woof, by James Herriot, St. Martin's Press, 1985.
Why Mosquitoes Buzz in People's Ears, by Aardema, Dillion, 1976. Caldecott Medal Award book.

6 Book Report ??" Haiku Poetry Cricket Never Does; a Collection of Haiku and Tanka Poetry, by Myra Livingston Cohn, published by Margaret McElderry, 1997.
Haiku: the Mood of Earth, by Ann Atwood, Charles Scribner's Sons, 1971.

9 Book Report ??" Nonfiction Abe Lincoln Grows Up, by Carl Sandburg, Harcourt, 1985.
Buffalo Hunt, by Russell Freedman, Holiday House, 1988.
Mother Teresa, by Lola M.Schaefer, Pebble Books, 2003.
The Plymouth Thanksgiving, by Leonard Weisgard, Doubleday, 1967.
Promise of a New Spring: the Holocaust and Renewal, by Gerda Weissman Klein, Rossel Books, 1981.
Young Frederick Douglas, Fight for Freedom, by Laurence Santrey, Troll, 1983.

10 Book Report ??" Historical Fiction Abigail Takes the Wheel, by Avi, HarperCollins, 1999.
Addy Saves the Day, by Connie Porter, Pleasant Company, 1994.
Felicity Learns a Lesson, by Valerie Tripp, Pleasant Company, 1991.
Josefina's Surprise, by Valerie Tripp, Pleasant Company, 1997.
Ben and Me: An Astonishing Life of Benjamin Franklin by His Good Mouse Amos Discovered, Edited, and Illustrated by Robert Lawson, Little, Brown, and Company, 1988.
The Drinking Gourd, by F. N. Monjo, published by Harper, @1969.
Kia, a Mission to her Village, Africa 1440, from "Girlhood Journey's" series, by Dawn C. Gill Thomas, Simon & Schuster, 1996.
Paddle-to-the-Sea, by Clancy Holling, Houghton Mifflin Company, 1961. A Caldecott Honor book.
An Old-Fashioned Thanksgiving, by Louisa May Alcott, Holiday House, 1989.
The Very First Thanksgiving: Pioneers on the Rio Grande, by Bea Bragg, Harbinger House, 1989.
Song of the Trees, by Mildred D. Taylor, Dial Press, 1975.
Troubles Times Ten, by Dave Lambert, from the Christian Heritage Series published by Christian Book Distributors (CBD), a division of David C. Cook, 2000.
The Wall, by Eve Bunting, published by Clarion Books, @1990.
Whispering Cloth; a Refugee's Story, by Pegi Deitz Shea, Boyd Mills Publ., 1996.

Imagine you are a student in a class with a background in becoming a History teacher. Write a reflection paper based on the experiences of having to tutor two 6th grade students for 10 sessions with half being on reading comprehension and the other on writing. Have it be overall positive. Stress that one of the students, Jessica was good in reading but had some trouble with writing and that Nathan, the other student, had trouble in both. That paper should reflect upon the experiences of the course taken, Reading and Writing in the Content Area, and include both the lecture and tutoring components of it. Also compare your views and feelings about reading and writing at the end of the course with your initial ones. Also discuss the key concepts and strategies that you learned and explain how these relate to your future teaching and to your own view on reading, writing, and study skills. Some of those include KWLS theory, pre-reading strategies, writing process, strategies for composing, drafting, and revising, knowing how to evaluate papers and properly critiquing students, etc.

I am student teacher in an early childhood masters program. This paper has to be a research study about what strategies are effective for teaching reading skills in kindergarten. This study is supposed to take place over a two month period and written off the information I get from administering tests and working w/ the kids-and also from primary sources (8 sources) and electronic sources-studies already done. (4 sources). I chose to use three strategies which are 1.Phonetic Awareness 2. Reading Comprehension 3. Word Knowledge

The paper is supposed to contain these parts:
Chapter 1 (Introduction) overview, personal perspective, description/rational for the study, research questions.
Chapter 2 (Literature Review)-introduction, summary.
Chapter 3 (Methodology)-introduction, research design, my role as researcher, gaining entry, participants, study sites, data collection, data analysis, ethical considerations.
Chapter 4 (The Study)-Introduction
Chapter 5-Analysis and Interpretation
Chapter 6-Conclusions, Implications, and Recommendations, references, appendices-appendix A, Appendix B.

PLEASE do not plagarize this paper. Thank you so much for the help

Write a two page paper summarizing your experience with teaching CDs 3 and 4 from the ACTION READING program. There must be enough detail about what activities were included in the CDs to satisfy the reader, and show your accountability in completing the CDs with a student. Information about phonics should be included throughout the paper describing what skills were being taught using the proper phonics vocabulary; http://www.atozphonics.com/phonicsdefinition.html. This paper should not have an introduction or conclusion.

this is some of the information:
As we continue our journey through the ACTION READING program with instructional DVD number two this week, the English language really takes shape and we begin to form new sounds. The main focus of this weeks DVD is 2:1 sounds, hard/soft sounds, the backbone of words, and triplets (sounds that are said the same but look three different ways. Of the many concepts covered this week, one that intrigued me was the technique of sliding letters together to form one sound such as -ch and ??"sh (2:1 sounds). (Eller, 2000). This technique is known as synthetic phonics or the process of synthesizing letters into new sounds. Synthetic phonics has won over the hearts of many educators, yet many still question its effectiveness and argue that the classic intrinsic phonics approach or approaches focused on letters rather than sounds are more effective (Villaume & Brabham, 2003). Thankfully though, research has shown that the use of synthetic phonics and decoding instruction in the classroom not only helps special needs students succeed but it also results in an increase in achievement levels (Villaume & Brabham, 2003) In my own opinion, especially after doing some research, there needs to be a balance between the many types of phonics and decoding skills taught rather than a sole focus on one more than the others. Along my research I actually found an article that presents that very program and discusses how we can teach a balanced phonetic approach. It has been said that by incorporating each type of phonics into your curriculum you present the student with clear explicit instruction in sound/symbol relations and also the opportunity to use the system themselves and then go on to create analogies between one relationship and another. (Dombey, pg. 56)

As part of the balanced phonetic approach Dombey suggests that students not just learn how to read but also how to achieve meaning from reading. The author discusses how simply focusing on letters and their sounds will definitely teach a student to read but in the long run they can ONLY read, they dont know what their reading and think that simply using their phonetic knowledge will pass as reading (Dombey, 1999). With the knowledge Dombey gave to me regarding a balanced approach I took a moment and reviewed the discs we covered with our students thus far in this class and was pleasantly surprised. Jeanie Eller clearly thought about exposing the students to all the aspects of phonics and ways to teach decoding skills when she designed this program and although it seems like we are solely focusing on synthetic phonics we are actually touching on all of the methods. Now that we have knowledge of each of the ways to teach decoding skills/phonics Im certain that not one way is better than the others and in honesty a balanced approach is the only way to go.

References:

Eller, J. (2000). Fundamentals: A research-based, phonics tutorial learn to read program. Chandler Heights, AZ: Action Reading.

Dombey, H. (1999). Towards a Balanced Approach to Phonics Teaching. Reading, 33(2), 52.

Villaume, S., & Brabham, E. (2003). Phonics instruction: Beyond the debate. Reading Teacher, 56(5), 478.


SOME more notes from the cds
This weeks DVD saw combinations such as SH, TH, and CH. However, the main point that was taught throughout the entire DVD was practice, practice, and practice. Anything we do in life takes practices and reading is no exception. I choose two specific topics, synthetic phonics and embedded phonics. Synthetic phonics are taught to children from the age of about five by showing them the sounds of the 40+ letters and how these sounds can be blended to run together to make short words. (Bradford) This means that without explaining to the students what each letter is; only the sound is taught for each letter. This allows children to write letters on the same day that they are introduced to the sound that each letter makes. A wall chart is usually used by teachers that have the entire alphabet on it that shows examples of words that start with that specific letter, such as c for cake. This method allows students to learn a combination of three-letter words, and as soon as they learn those combinations, they can begin to read simple books with a limited amount of words. Knowledge of the sounds that our alphabet makes is one of the best interpreters of victory in knowledge to read. (Bradford)

Embedded phonics does not usually start with the relation between sounds and symbols. It begins with a story for the students and incorporates phonics into the lesson that is being taught by the story. For example, Nancy Shaws Sheep novels keep students interested while they emphasize the repeated patterns that they need to learn; sheep in a jeep is an example of this. This specific type of phonics makes decoding an important aspect of reading and writing. A negative to this approach in phonics is that this method does not that the structure that other methods have that allow a student to fall behind easily. (Savage)

Despite what method a teacher uses to teach students using phonics, there is one thing that is constant, practice, practice, and practice. Without practice, a student will not be able to memorize the different sounds a letter makes. Without the memorization of sounds, they will not be able to read effectively.



Bradford, J. (n.d.). Systematic Phonics Teaching Methods. Retrieved from Systematic Phonics: http://www.systematic-phonics.com/phonics_methods.html

Savage, J. (n.d.). Three Approaches to Phonics. Retrieved from Educators Publishing Service: http://eps.schoolspecialty.com/downloads/articles/Three_Approaches_Phonics.pdf



MORE NOTES
We will use contextual clues (Improve Literacy), sound out the word (Eller, 2000), and look up the words definition. There are times when the students can act out the word as it relates to the story (Jones, 1999). I like to use what I refer to as chalk talks to help illustrate words and how they relate to a story. Chalk talks can be a great visual as the drawings not only show the word, but also place it in context with the story being read (Jones).


The DVD incorporates pictures and words to help students associate sounds to a picture (Eller). Getting the students out of their chairs to demonstrate the CH sound and the picture of the chair are all multisensory learning techniques that help the student comprehend and retain the sound that CH makes (Eller). When teaching a person to read, it is critical to find stories they like (Improve Literacy). This will encourage them to want to read so they learn the whole story about the subject they have chosen.


There are many ways to teach students comprehension. Explaining the words used in a story beforehand and showing pictures of the words will help the student identify the word or words as they come to them.



Eller, J. (2000). Fundamentals: A research-based, phonics tutorial learn to read program. Chandler Heights, AZ: Action Reading.


Improve Literacy. (nd). 10 Simple Reading Comprehension Strategies for Elementary School Children. Retrieved from http://www.improveliteracy.com/Reading_strat.aspx


Jones, S. (1999). Multisensory Vocabulary Guidelines and Activities. Retrieved from http://www.resourceroom.net/comprehension/vocabactivities.asp



MORE NOTES
In the DVD, listening and hearing sounds and words when learning to read is the beginning stages to what happens a students further develop their skills (Eller, 2000). Some good activities to practice reading comprehension are asking what happens, predicting what happens next and making connections to the story and their own experiences. Students who can retell a story understand the words and events. Choose materials that your reader will be interested in and vary the difficulty of the text. Teach a student to use the content of the other words and the picture to gain meaning of unknown words. This skill is an example of how Ms. Johnson showed her students how to decode unknown words by learning the sounds. Connecting phonemes to make words and these words become stories and those stories have meaning. This is what reading is about!

Children Learning Disabilities

The first paragraph will include a "hook" and your "thesis statement", which will relate to the 4 Research Articles you selected. Your last paragraph must include a conclusion that is congruent to your first paragraph. The last page must list the sources used in an APA "References" format. Research articles must be attached to the end of your report.

For example types of learning Disabilities. Developmental dyslexia, Impaired reading comprehension; and mathematical learning disability or dyscalculia.

We will pay a lot more for this order! Contact [email protected]

Sources needed for this order have been uploaded.
(Attached is a copy of the outline I sent in the order form box and a PDF file for a resource that might be helpful in completing this paper (Literacy in Secondary Education: Georgia. Paper ID: 71059)

This will be an article describing the current state of secondary literacy (grades 9-12)in Georgia and proposing where we should be heading at this time. I have prepared an outline with topics, questions, and suggestions and a list of possible sources (more can be added).
Quotations should be embedded into sentences and phrases should be used more often than complete sentences. Paraphrases are also encouraged (and both quotes and paraphrases should be cited). Limit full sentence quotations to two per paragraph (and not all paragraphs will need them).
I will need a Works Cited list.
Here is the outline (also available as email attachment if preferred):
Secondary Literacy Education in Georgia (focus on reading, but writing, digital (technology), and media literacies should be included)

Intro Need for focus on Secondary Literacy and Secondary Literacy Teacher Preparation
? Literacy practices for 9-12 grade education are not sufficiently reflective of the opportunities and skills our culturally and linguistically diverse students need to succeed.
(Include examples of 21st century skills needed, describe two or three specific literacy practices
that are not reflective.
What do these diverse students need? (list needs - opportunities and skills))

? The research base on 9-12 school literacy practices is insufficient to guide teacher preparation and school-based practice.
(What research do we have that we can use as a base? Names of authors and summaries would be helpful (citations so I can find them). Where are the BIG GAPS?)

? There is a lack of a concerted focus on 9-12 literacy equivalent to that placed on early literacy.
(Need two or three examples for comparison. What specifically do the early grades have that 9-12 is lacking? (reading programs such as Reading First, Reading Recovery, and ????))

Secondary literacy as it looks today in grades 9-12
Practices? (What does the research say? Possibly, focus on grammar, writing, classic literature, reading comprehension, standardized testing content)

Secondary literacy teacher preparation as it looks today
(Finding existing research here might be challenging: Might look at 2 regional, 2 research, 2 state, and 2 private university teacher prep programs and draw conclusions. Example: Secondary pre-service teachers at ASU are now required to take a certain number of reading courses (three hours, I think). What are some things being done in other GAS schools/areas?
Maybe look at which programs follow INTASC and NCTE/IRA National Standards, which content specific methods courses (English, Math, History/Social Studies, Sciences) offer pre-service teachers strategies for teaching reading and/or writing, etc.)


Recommendations (from scholars and research?)
? Use the Reading Consortium to establish a presence/voice for 9-12 literacy in Georgia
How? (get on the agenda at national conferences?)

? Empower educators to use students out of school, multiple literacy practices to bridge to re-envisioning school learning
(Possible Sources: Hull and Schultz, School's Out!; Smith and Wilhelm, Reading don't fix no Chevys. (there are a whole lot of others). Also: Hull, G., & Schultz, K. (2001). Literacy and learning out of school: A review of theory and research. Review of Educational Research, 71(4): 575-611.)

? Use GPS (Georgia Performance Standards) to create classroom experiences that provide opportunities for building skills our culturally and linguistically diverse students need to succeed in a globalized economy.
(Need some examples. One possible example: Skills needed according to Secretarys
Commission on Achieving Necessary Skills (SCANS):
http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7scans.htm )

? Provide ongoing professional development for teacher educators and classroom teachers to supplement content area knowledge with discipline-specific discourse structures.
(what does the research say? Courses? Inservice Workshops? List possible content.)

? Use nationally developed research agendas to examine and evaluate these initiatives.
(Such as? Any current agendas/agencies to contact?)


Conclusion/Summary. Literacy we envision
? Literacy that raises standards and expectations for all students, especially for the 42% in Georgia below the basic level on NAEP tests
(Elaborate on this. Demographics of students in that 42%?)

? Widespread awareness of importance of literacy strategies for student mastery of content in all disciplines
How should we propose to do this? (Professional development? Add/change current course content to include??)

? A recognition that student literacy practices outside school can serve as a bridge to in-school literacy and enhance content area teaching and learning
(How? Using popular culture texts (visual and print). Same possible sources as above: Hull and Schultz, School's Out!; Smith and Wilhelm, Reading don't fix no Chevys. (there are a whole lot of others). Also, Hull, G., & Schultz, K. (2001). Literacy and learning out of school: A review of theory and research. Review of Educational Research, 71(4): 575-611.)

? Development of school structures that support and encourage flexible, dynamic, collaborative, interdisciplinary literacy practices that reflect real world literacy competencies
(Need some examples here.)








Some Resources:

Stephen Phelps (2005). Ten years of Research on Adolescent Literacy, 1994-2004: A review. Learning Point Associates.
http://www.learningpt.org/literacy/adolescent/overview.php
http://www.learningpt.org/literacy/adolescent/define.php
Other learning point resources (bibliography, web sites, articles): http://www.learningpt.org/literacy/adolescent/resources.php

Donna Alvermann (2001). Effective Literacy Instruction for Adolescents. Retrieve from http://www.nrconline.org/publications/alverwhite2.pdf

Donna Alvermann (2003). Seeing themselves as capable and engaged readers: Adolescents and Re/Mediated Instruction. Retrieve from http://www2.learningpt.org/catalog/item.asp?SessionID=568722134&productID=162

Linda Harklau: From High School to College: Student Perspectives on Literacy Practices: Retrieve from http://www.findarticles.com/p/articles/mi_qa3785/is_200103/ai_n8931286
David OBrien (2003). Juxtaposing Traditional and Intermedial Literacies to Redefine the Competence of Struggling Adolescents. Retrieve from http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/obrien2
Dana Grisham (Technology and Media Literacy: What do teachers need to know? Retrieve from http://www.readingonline.org/editorial/april2001/index.html
Peter Fuentes (1998). Reading comprehension in mathematics. Retrieve from http://findarticles.com/p/articles/mi_hb3482/is_199811/ai_n8268484
Reading Research Quarterly Abstracts: http://www.reading.org/publications/journals/rrq/current/index.html
Hull and Schultz, School's Out!;
Hull, G., & Schultz, K. (2001). Literacy and learning out of school: A review of theory and research. Review of Educational Research, 71(4): 575-611.
Smith and Wilhelm, Reading don't fix no Chevys


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WRITE A LESSON PLAN AND A REFLECTION OF THE LESSON AFTER IT WAS TAUGHT

Assignment requirements:
1. Write a lesson plan and a reflection of the lesson after it was taught
2. Total of 4 pages (2 for the lesson plan and 2 for the reflection)
3. Use the lesson plan template to write the lesson.
4. APA format with in-text citations and reference page
5. Use only the sources provided as references.
6. Times New Roman, size 12, 1 inch margins
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Directions for the LESSON PLAN
1. The lesson must reflect the interactive perspective as described in the Framework for Literacy Instruction.
2. Address the specific literacy needs of students A, B, and C in the areas of word recognition and comprehension. Provide opportunities for students to think about their strategy use and become self-regulated in their use of strategies.
3. Consider how you will shift the responsibility to students to be strategic and metacognitive and to independently use strategies.
4. Plan how you will collect data during the lesson through observation, student work, or by using other assessment methods.
-------------------------------------------------------------------------------------------------------------------------------
Background information on students A, B, and C

The students are struggling readers. There were three students in all: two boys and one girl. Reading assessments administered at the beginning of the year indicated that all three students are beginning readers. They read aloud slowly in a word-by-word fashion (Tompkins, 2010, p. 124). However, the text is below grade-level, they struggle with common high frequency words, and lack the phonics skills of typical second grade students. They continue to perform below grade-level expectations. Students A and B went from reading level sixteen to level eighteen. This is equivalent to progressing from reading like an end-of-year first-grader to a beginning-year second-grader. Since these students are in the middle of second grade, they are approximately five months behind their peers. Student C progressed from reading level twelve to level fourteen. Although he has made progress, he continues to read at a first grade level. This student is approximately six to seven months behind his peers. It was noted that all three students have a tendency to read in short phrases. Therefore, oral reading fluency will continue to be a focus for future instruction. Students also tended to take inappropriate pauses while reading. Sometimes they paused because they did not know the word. At this time, it was noted that these students appear to lack helpful word-attack skills. Student A often attempted to sound out the words while students B and C substituted similar words or asked for help. This indicates that these students need additional phonics instruction. All three students also need to practice self-correcting their mistakes.
--------------------------------------------------------------------------------------------------------------------------------
Use the following three texts in the lesson.
1. A Pocket Full of Kisses by Audrey Penn (2006)
2. Insects Up Close by Elena Martin (2003)
3. Diary of a Worm by Doreen Cronin (2003)
--------------------------------------------------------------------------------------------------------------------------------
Background information for these texts is provided below.
The first is an informational text called Insects Up Close (Martin, 2003). The second is a narrative text called A Pocket Full of Kisses (Penn, 2004). The third is an online narrative text called Diary of a Worm (Cronin, 2003). To provide an opportunity for students to practice their fluency, I selected A Pocket Full of Kisses (Penn, 2004). This book was an appropriate choice for practicing fluency because it is the sequel to a book we have read and enjoyed together called The Kissing Hand (2006). Students are already familiar with the names of the characters and increases comprehension. Students will not need to try so hard to understand the text and they can focus on their fluency. The second text, Diary of a Worm (Cronin, 2003) will also promote fluency practice. It is an online text that includes animation and audio. The words are highlighted as the story is read so students can read along. Students are seeing, hearing, and practicing fluency. This particular text is slightly higher than the student?s independent reading level. Therefore, scaffolding is needed in order for students to read the complete text. The last text, Insects Up Close (Martin, 2003) is an informational text that supports the animal theme, however it also supports our reading comprehension unit. This particular text highlights words with short vowel sounds. Words like bug, slug, and up are repeated throughout the text. This would provide an opportunity to complete a word study on short vowel words.
--------------------------------------------------------------------------------------------------------------------------------
Directions for the REFLECTION
1. Explain how you promoted students? strategic processing and metacognition.
2. Evaluate the effectiveness of the lesson based on specific data you collected during this lesson.
3. Explain what the data suggests about next steps for one or more students in the group and __what you might do differently next time__
4. You may write in first person.

PSY615

student.ashford.edu

WEEK 4 JOURNAL


How Does This Relate to Me?

Prior to beginning this journal entry, read ?The Development of Expertise in Performance: The Role of Memory, Knowledge, Learning, and Practice? and ?Transitions and the Development of Expertise,? as well as review all other required resources. It is important for you to have already completed your initial post in the ?Learning Trends? discussion before you compose this journal entry.

Part 1: As you were reading this week, what vocabulary was used that was unfamiliar to you or might be to your peers? Identify three to five words from this week?s content and research each word in the context of learning and cognition. Explain, in your own words, what each word means and how it is used in the context of learning and cognition.

Part 2: Based on the week?s discourse and content, you will access the Ashford University Library and research one scholarly article pertaining to expertise that was published within the last 10 years. Provide a summary explanation of the findings on ?expertise? in the context of your article. What implications should scholars consider based on this information? Support your explanation utilizing this week?s resources and your researched article.

Part 3: Consider the events from the past week of your life. How does expertise, or the perception of it, affect our behaviors, actions, and knowledge development? Describe one personal real-life example of an occurrence that supports the implications of actual expertise, or the perception of it, on our behaviors and actions toward others. As you share this information, consider and apply the professional standards found in ?12.06 Anonymity of Sources?found in the AERA Code of Ethics.

Part 4: Review ?Principle A: Professional Competence? in the AERA Code of Ethics. What implications should be considered in your scholarly writing and observations? How might you check for competence of the research in articles and research studies you read? Explain the public impression(s) and misconception(s) that can occur when secular articles or studies (e.g., Yahoo survey results, newspaper reports) are used instead of findings from peer-reviewed sources.

Each journal entry should be 400 to 700 words in length and should establish your understanding of the content, apply appropriate methods of ethical practices, and exhibit appropriate scaffolding of personal experience to the week?s content


WEEK 5 JOURNAL


How Does This Relate to Me?
Prior to beginning this journal entry, read ?First Language Acquisition? (pp. 198-204) and ?Second Language Learning? (pp. 205-211) in your required text, as well as the required article, ?Understanding Reading Anxiety: New Insights from Neuroscience.? It is important for you to have already completed your initial discussion posts before you complete this journal entry.

Part 1: As you were reading this week, what vocabulary was used that was unfamiliar to you or might be to your peers? Identify three to five words from this week?s content and research each word in the context of learning and cognition. Explain, in your own words, what each word means and how it is used in the context of learning and cognition.

Part 2: Based on the week?s discourse and content, you will access the Ashford University Library and research one scholarly article pertaining to ?reading comprehension and second language? published within the last ten years. Provide a summary explanation of the findings in the context of your article. What implications should scholars consider based on this information? Support your explanation utilizing your course sources and your researched article.

Part 3: Consider the events from the past week of your life. How does the ability to read and write effectively affect our behaviors, actions, and knowledge development? Describe one personal real-life example of an occurrence that indicates the possible consequences when reading and writing acquisition are not well-developed or when language development creates boundaries, such as educational or employment opportunities. As you share this information, consider and apply the professional standards found in ?12.06 Anonymity of Sources?found in the AERA Code of Ethics.

Each journal entry should be 400 to 700 words in length and should establish your understanding of the content, apply appropriate methods of ethical practices, and exhibit appropriate scaffolding of personal experience to the week?s content.


WEEK 6 JOURNAL

How Does This Relate to Me?
Prior to beginning this journal entry, read ?Metacognition? (pg. 128-134) and ?Lifelong Learning? (pp. 247-253) in you required text. Also read the following required articles: ?How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach,? ?Reflective Journal Writing as a Metacognitive Tool,? ?Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning Environment,? and ?Promoting Student Metacognition.?

This week?s journal will differ from your previous entries. This week, you will be focusing on your self-development and how you apply metacognitive processes. Apply basic research methods and the alignment of content within research to the following questions and write an in-depth analysis about how your personal development in the learning and cognition domains have matured and developed through your formative years.

What do you do now that differs from your past educational learning experiences?
How have your life experiences affected your self-regulation?
Have events in your life influenced your beliefs and how you assert yourself in the learning process?
Next, apply skeptical inquiry to the resolution of problems related to your own learning and cognition development through the consideration of how memory and cultural implications affect you personally. How might you adjust your current strategies? Finally, apply ethical principles and professional standards of learning and cognition psychology that you have learned about to the complex situation of teaching or counseling others in the workplace. What implications should you consider when working with others?

Your writing should not simply answer each question. A fully developed personal analysis of your own growth and learning processes should be concise and well organized in a manner that exhibits your improved writing ability and reflects APA style guidelines as outlined in the Ashford Writing Center. An introduction and conclusion should be included.

This reflective journal entry should be 600 to 700 words in length and should establish your understanding of the content, apply appropriate methods of ethical practices, and exhibits appropriate scaffolding of personal experience to the week?s content.

Observe three different content area lessons in a public school. Focus on literacy components of the lessons and whether or not you think that they are successful in implementing a literacy component (activating prior knowledge, a writing component, assessing reading comprehension). Compare and contrast these three lessons. Also discuss what strategies you might have implemented to improve and/or enhance instruction. Be specific.

Please uses these references:

Jitendra, A. K. (April 2011). Reading Comprehension Instruction for Students with Learning Disabilities. Focus on Exceptional Children , Vol. 43 Issue 8, p1-16, 16p. http://web.ebscohost.com.ezproxylocal.library.nova.edu/ehost/pdfviewer/pdfviewer?vid=5&hid=110&sid=b22a2d19-6bf9-416a-9c5b-31d5c71469ef%40sessionmgr112

Kathleen, K. M. (2001). A primary subject goes secondary. Education Week, 20(31), 13-13,17. http://search.proquest.com.ezproxylocal.library.nova.edu/docview/202710720?accountid=6579

Dexter, D. D., & Hughes, C. A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 34(1), 51-72. http://search.proquest.com.ezproxylocal.library.nova.edu/docview/889930469?accountid=6579; http://www.cldinternational.org/Publications/LDQ.asp

McCray, A. D. (2001). Middle school students with reading disabilities. Reading Teacher, 55(3), 298-300. http://search.proquest.com.ezproxylocal.library.nova.edu/docview/62269800?accountid=6579

Misulis, K. E. (2009). Lifelong study strategies for middle grades learners. Middle Ground, 13(1), 16-17. http://search.proquest.com.ezproxylocal.library.nova.edu/docview/216684780?accountid=6579

Hilbert, T. S., & Renkl, A. (2008). Concept mapping as a follow-up strategy to learning from texts: What characterizes good and poor mappers? Instructional Science, 36(1), 53-73. doi:10.1007/s11251-007-9022-9 http://web.ebscohost.com.ezproxylocal.library.nova.edu/ehost/pdfviewer/pdfviewer?vid=3&hid=110&sid=3342a812-2d8a-4985-a1c6-25455230f27c%40sessionmgr110

Hutchins, Elizabeth J., and Heidi Anne E. Mesmer. "Using QARs with charts and graphs. (Teaching Ideas)." The Reading Teacher 56.1 (2002): 21+. Academic OneFile. Web. 20 May 2012. http://go.galegroup.com.ezproxylocal.library.nova.edu/ps/i.do?id=GALE|A91707952&v=2.1&u=novaseu_main&it=r&p=AONE&sw=w

Raphael, T. E., & Pearson, P. D. (1985). Increasing students awareness of sources of information for answering questions. American Educational Research Journal, 22(2), 217-235. doi:10.3102/00028312022002217
http://www.jstor.org.ezproxylocal.library.nova.edu/openurl?issn=0002-8312&date=1985&volume=22&issue=2&spage=217

Michigan DOE
http://www.michigan.gov/documents/Final_Parent_Involvement_Fact_Sheet_14732_7.pdf
6 Parent Teacher Association

Santa, Carol M., Havens, Lynn T. and Maycumber, Evelyn M. (1996) Project CRISS: Creating Independence through Student-Owned Strategies. 2nd ed. Dubuque, Iowa: Kendall/Hunt Publishing Company.

Reading Disabilities: The EarlyWarningSigns
Philip Levin, Ph.D, Director, The Help Group/UCLA Neuropsychology Program
http://www.thehelpgroup.org/pdf/adhd-dys/Levin_ReadingDisabilities.pdf


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unit 6 discussion

Good literacy educators must often utilize critical thinking skills in identifying their students? strengths and challenges. They may have to rely on sound reasoning to identify issues that are presenting obstacles to the reading process and formulate inferences in diagnosing causes of reading difficulties. In some cases, students? comprehension and fluency may be contributing to their reading difficulties and teachers must identify their students? faulty reasoning or assumptions students have made.

Apply your critical thinking skills of sound reasoning to consider some of the possible obstacles in the following case study and respond to the following:

What are some ?clues? that identify Gianna?s weak skills?
Identify reading strategies that might help you to resolve these issues. Make sure to address at least 3 of her weak skills.
Why did you select these 3 skills as being most in need of attention?
Case Study

Gianna is an 8-year old 2nd grader who is lagging behind the rest of the class in her oral reading skills and comprehension. She seems to have very weak word identification skills and a limited vocabulary of words she recognizes on sight. She also hesitates a lot when reading aloud.

In talking to her, her teacher realizes that she does not have access to a lot of interesting books at home and her parents do not seem to have the time to sit down and read with her. While she is very interested in the same reading topics that many of her friends enjoy, she does not seem to have access to these materials outside of school.

Gianna has a lot of difficulty in remembering what she has read and does not seem to know to apply any reading comprehension strategies before, during, or after reading.

unit 7 discussion

Discuss the components of the writing workshop (focus lesson, writing time, sharing). How does each component contribute to writing development? Be sure to discuss all three components in detail.

unit 8 discussion

Give examples of strategies for teaching skills such as spelling, grammar, punctuation, and capitalization.
Describe ways to make spelling instruction fun and engaging.

unit 9 discussion

Based on what you have learned in the course so far, interpret the phrase ?balanced approach? from your course materials.
Explain what is included in a comprehensive literacy experience.
How is it so much more than just learning to sound out words and how to spell?


PLEASE LABEL EACH WITH IT'S DISCUSSION NUMBER

PROJECT
Take the study skills inventory at http://www.ucc.vt.edu/studyskills/aassaform.htm. When you finish, click on "Score Study Skills Inventory" at the bottom of the page. Analyze your findings and browse through some of the links for areas indicating needed improvement. Take notes or print out resources on how to improve your weak areas. Consider some realistic changes you can make in your habits in order to be more successful in your studies.

Your topic assignment is to provide an analysis of your study strengths and weaknesses based on this study skills inventory and come up with a plan of action for improvement. Your topic assignment should be approximately 500 words, formatted as per the Online Communications Guidelines from Lesson 1. You might address some of the following questions in your analysis;
How did I rate in the following areas?
Time management
Concentration
Note-taking
Reading comprehension/speed
Test-taking/anxiety
Writing Skills
Where do my weaknesses lie? Why am I weak in these areas?
Where do my strengths lie? Why am I strong in these areas?
What specific things can I do to improve or compensate for my weaknesses?
How can I best make use of my strengths?

Choose an ELL (English Language Learner)student, either one who reflects the "limited formal schooling student" or one who reflects the "long term English learner." (pick from grade 7-12)Investigate his/her school district (Los Angeles Unified School District). If possible, interview a person responsible for ELLs in this district. Report on the following: a) What has been the growth of the ELL population in the district over the past 10 years? b) What information does the district provide teachers about the students' first ;anguage proficiency? (In other words, do teachers know about their students' academic and linguistic background? c) What kinds of programs for ELLs does the district have? Do not simply give statistics. Reflect on what the information you found means for students, teachers, and administrators. If there is not enough information, what information would be helpful to teachers and administrators?

Sites for the demographic information and statistics regarding language designation. http://dq.cde.ca.gov/dataquest/
http://www.lausd.net/District_5/secondaryell.htm

Observe the student in class. Talk to the student to find out as much as possible about their background. Use "A Framework for LEarning about your Students" (I will email this to you)to guide your questions. Refer to Valdes as a model for your discussion (I will email you article). Your goal is to discover:socio-cultural and educational factors that the student might be aware of, and that might have affected her experience; type of curriculum and or programs that are used in the classroom/school/district where the student has been educated; and any other information that will give you insight into the person's experience as a language learner. In your analysis, include your questions and the interviewee's responses. (The body of paper should include the analysis of interview, and the appendinx should include the interview) Draw on the information you have gleaned from the reading(theories, research studies and/or principles of teaching and learning) and reflect on student needs.

Guiding questions:
1. What language does the learner speak?

2. In the case of immigrants, what was the nature of the student's prior school expereince before coming to the United States? What attitudes does he have toward schooling that may have emanated from those experiences? What academic skills does the student bring with him/her?

3.To what extent are the learners successful when engaging Basic Interpersonal Skilss (BICs) and Cognitive Academic Proficiency(CALP)? Discuss proficiency for each of the following modaltites:
Spoken Language
Written Language
Reading Comprehension
Listening Comprehension

4.What topics does the student speak about and what language functions(or communicative purposes of language) is he able ot perform?

5. What types of grammatical structures does the student use correctly while speaking in class? What types of grammatical errors does he tend to make? Are there any discernable patterns in the correct or incorrect use of English?

6. What prior exposure has the learner had to reading? What degree of reading readiness has the students achieved prior to entering school or prior to coming to this particular class?

7.How is the student able to demonstrate that they have understood a text?

8. What has been the student's experience with writing prior ro coming to this school? to this class?

9. What grammatical structure does he tend to use correctly in writing? Incorretly? Can you discern patterns in the writing?

10. What level of interest in writing does the student express? What level of interst does he demonstrate in class?

11. What learning strategies does the student tend to use? Where/how did he acquire these skills?

12. To what degree does the sutdent demonstrate interest in the content area, and how is that interest actually shown?

13. What are the student's interests in realtion to the content area?

There are faxes for this order.

PSY620

WEEK 1 DISCUSSION

Prior to beginning work on this discussion, please read ?Cognition: Overview and Recent Trends? (pp. 3-8), ?Neuroscience Bases of Learning? (pp. 9-15), and ?Learning in a Cross-Cultural Perspective? (pp. 16-22) in your text.

Based on your resources this week, in an initial post of 200 to 400 words, explain how emotions and social learning are suggested to affect memory and thought processing. Apply skeptical inquiry to a brief discussion about how specific thinking styles may also be highly important to the learning process (Zhang & Sterberg, 2005, 2010). Explain the theoretical perspective of ?wealth? as a predictor of academic success. Describe how the multifaceted complexities of ?wealth? may affect performance and success. Apply the concept of ?wealth? to your own past academic success. Do you personally capitalize on one particular definition of ?wealth?? If so, how? Apply the Type I thinking style outlined in the Zhang and Sterberg (2010) "Learning in a Cross-Cultural Perspective" article to each of your responses.


WEEK 2 DISCUSSION

Prior to beginning work on this discussion, please read ?Connectionism and Learning? (pp. 25-33), ?Self-Regulated Learning and Socio-Cognitive Theory? (pp. 34-39), ?Vygotsky and Recent Developments? (pp. 40-45) and ?Theoretical Bases of Computer Supported Learning? (pp. 46-51) in your text as well as the information from The Critical Thinking Community.

In your initial post, you will focus on just one of the articles from your text. The articles are assigned by first letter of last name. Please see the list below to determine which of the articles you will focus on for your initial post. Last name begins with:

A through G: ?Connectionism and Learning?
H through N: ?Self-Regulated Learning and Socio-Cognitive Theory?
O through S: ?Vygotsky and Recent Developments?
T through Z: ?Theoretical Bases of Computer Supported Learning?
In your initial post of 300 to 400 words, explain what the empirical findings presented in your assigned article mean in the bigger picture of learning and cognition. Describe how these findings might have affected your past or current beliefs about knowledge development. Do they refute or support your current beliefs, and in what ways? Are there variables about knowledge development for which you were unaware based on your article?

Review and apply the Type I thinking style outlined in the Zhang and Sterberg (2010) ?Learning in a Cross-Cultural Perspective? article from your text to each of your responses

WEEK 3 DISCUSSION

Prior to beginning this discussion, please read the Frost and Lumia (2012) and the Rhodes, Rodriguez, and Shah (2014) required articles as well as the following selections from your required text:

?Attention in Cognition and Early Learning? (pp. 71-77)
?Cognition and Emotion? (pp. 78-84)
?Memory? (pp. 85-91)
?Intelligence? (pp. 92-98)
?Concept learning? (pg. 99-103)
Review the information in The Critical Thinking Community. In your initial post, you will apply what you learned from each of the five articles from your text, but you will discuss the findings and implications for just one of these articles. The articles are assigned based on the first letter of your last name. Please see the list below to determine which of the articles you will focus on for your initial post. Last name begins with:

A through E: ?Intelligence?
F through J: ?Concept Learning?
K through O: ?Memory?
P through T: ?Cognition and Emotion?
U through Z: ?Attention in Cognition and Early Learning?
Explain the empirical findings presented in your assigned article, applying appropriate citations and references. Describe, in your own words, how the research relates to your own experiences as well as how this area of neuroscience may have affected your past or current beliefs about knowledge development. Do the research findings refute or support your current beliefs, and in what ways? Are there variables about knowledge development for which you were unaware based on your article?

Based on the information presented in the five articles from the text, how prevalent are false autobiographical memories in your own life? In your own words, describe how emotion and episodic memory development affect these memories. Apply the basic research findings from the ?Intelligence? article (Sternberg, 2010) that intelligence is highly inheritable and fixed to your own experiences and compare them with the suggestions you drew from the findings of your assigned article. Apply skeptical inquiry to the potential problems that might arise from the premise of fixed intelligence. Provide a rationale for whether or not this premise is valid and/or appropriate based on the findings reported by the assigned articles: ?Attention in Cognition and Early Learning,? ?Cognition and Emotion,? ?Memory,? ?Intelligence,? and ?Concept Learning.? It is recommended that you research articles in the Ashford University Library to support your assertions should the required articles not provide sufficient information.

WEEK 4 DISCUSSION

Prior to beginning work on this discussion, please read ?Learning Strategies? (pp. 137-143), ?Technology and Learning? (pp. 144-153), ?Learning as Inquiry? (pp. 154-159), and ?Cooperative Learning? (pp.160-166) in your required text. Review the information from The Critical Thinking Community.

Play the expert in the following scenario and apply ethical principles and professional standards of learning and cognition psychology to your rationale:

You are a computer software training instructor for a large corporation that designs bicycles. You have a group of new trainees who must learn your company?s design software system. List two areas of the learning environment that might be problematic to your training if you implement a fully online/asynchronous training program. What two strategies could you use to assist your learners/trainees with this protocol of learning based on your two noted areas? Based on the course content and the knowledge you have gained in this course so far, what mode of learning environment would you suggest for your group of new trainees? Support your reasoning with empirical evidence.

Using appropriate citations and references, explain how the empirical findings presented in the assigned articles suggest the importance of applying self-regulation and metacognitive strategies to one?s own learning. Describe the purpose of learner assessments and how self-regulation positively affects the outcomes. Does self-regulation need to be applied differently in virtual learning environments than in traditional classrooms? What problems may occur for learners who have not developed self-regulation in asynchronous learning or training environments? What do your articles suggest the pros and cons are of cooperative learning or training? Based on your own experiences, do you agree or disagree with the suggestion that cooperative environments are beneficial? If so, why? If not, what could have been done differently in your example based on the empirical findings within your resources? Support your argument with empirical research.

WEEK 5 DISCUSSION 1

Prior to beginning this discussion please read ?Language and Literacy in Educational Settings? (pp. 169-178), ?Neuroscience of Reading? (pp. 179-184), ?Learning to Read? (pp. 185-191), and ?Reading Comprehension: Reading for Learning? (pg. 192-197) in your required text.

Based on your resources this week, choose three areas of language and reading acquisition that you found most interesting and that were unknown to you prior to this week. Explain the theoretical perspectives of each of these chosen areas. Apply skeptical inquiry to a brief discussion about why language acquisition is an important area for scholars and educators to understand when developing learning opportunities. Apply the concept of language and reading acquisition to your own academic success. Has your own language development affected your success as a student? As an employee? How? Based on the resources and your current knowledge, do you believe you could develop areas personally that would be beneficial to you, your loved ones, or your friends? Your initial post should be 200 to 300 words in length and thoroughly discuss each of the elements in the prompt.

DISCUSSION 2

Prior to beginning this discussion, please read ?Writing, Early? (pp. 212-219) and ?Writing, Advanced? (pp. 220-226) in your required text as well as ?Using Blogs to Improve Students' Summary Writing Abilities? and ?An Adjective Is a Word Hanging Down From a Noun: Learning to Write and Students With Learning Disabilities? in your required articles.

Based on your resources this week, explain the theoretical perspectives of early versus late writing development. Apply skeptical inquiry to a brief discussion about why language acquisition is an important component of learning how to write. Apply the concept of writing acquisition to your own academic success. Has your own development for language and for writing affected your success? How? Based on the evidence suggested in ?An Adjective Is a Word Hanging Down From a Noun: Learning to Write and Students With Learning Disabilities,? only 25% of students can be classified as proficient writers (Harris & Graham, 2013). Apply ethical principles and professional standards of learning and cognition psychology to this complex and growing concern by playing the role of the expert. What suggestions do you have, based on empirical evidence and theory, for increasing the competency of writers in this country? As a scholar, how important is it to encourage competent writing in others? What strategies could you employ to improve your own writing? Your initial post should be 250 to 300 words in length and thoroughly discuss each of the elements in the prompt.

WEEK 6 DISCUSSION

Prior to beginning this discussion please read the required articles ?Gender and Schooling? (pp. 229-234), ?Organizational Learning? (pp. 235-240), and ?The Adult Development of Cognition and Learning? (pp. 241-246) in your required text.

Based on your resources this week, apply skeptical inquiry to a brief discussion about how gender plays a role in the learning process and academic success. What examples of this have you experienced or heard about in your own life? Explain the theoretical perspectives of organizational learning as a proponent of political ideologies. Describe how an organization?s inability to learn to learn can affect performance. What interventions do you believe could be applied to online training environments that would facilitate the learning process? Apply the concept of learning through adulthood to your own past academic success and/or failures. Do you personally capitalize on your past experiences? How? Do you capitalize on the feedback given to you by mentors, classmates, and/or instructors? If so, how? Your initial post should be 200 to 300 words in length and thoroughly discuss each of the elements in the prompt.

compile a 1000 to 1250 word survival guide that will serve as a resoutce for you throughout your program. Using what you have learned in clas, develop personal action plans for the following topice:

using Educational Resources
Upholding Academic Honesty
Setting and Acheiving Goals
Manaaging Time Wisely
Fostering Reading Comprehension and Retention
Applying Personality and Learning Styles

recall that if you need to submit any written or visual work other than your own, be sure to provide the name of the origninal author along with the related content and the title of the work. when referring to an electronic source, provide the weblink

*No big words, not to many resources, I use alot of commas..not to good writing sentences that requires semicolons and quotations. My grammar is not that good either. I write on a high school level
There are faxes for this order.

Letter of recommendation needed.

-Anna Wellington was our nanny/ private teacher in our home in Galway, Ireland. Dates of employment: Feb 2007-Dec 2008, except summers, when the children went on holiday to their grandparents house. She looked after our 3 children. She was a wonderful and spirited live- in nanny, and home-schooled the two older kids. Her responsibilities included feeding them breakfast, lunch and dinner, as well as light housekeeping. A typical work day for Anna would include waking up with the baby (who when she started was only 3 months old) and changing his nappy and feeding him. She would cook breakfast for the children (James, Hillary and Sophi) and do light house work. She did the grocery shopping and was always there for errands and anything else we asked of her. She home- schooled the 2 older children, age 9 and 12. They would also go to museums and other educational field trips. She often took the two eldest to football practice each day and accompanied us to church each Sunday. She made lunch and dinner, made sure they all had baths in the evening and read to them for an hour each night before bed. The baby was taught all his shapes and colors by 18 months. The middle child showed drastic improvement in her reading level by jumping two reading levels in one year. The eldest excelled in soccer and school and became a well- adjusted young woman. Anna was a wonderful role model for the kids. She became sort of a motherly figure to them after the passing of their mother in 2006. She got them through the grieving process and some very tough times. The 2 eldest did well in school and placed very high in scholastic achievement exams. Also, both placed high marks on read comprehension and mathematics tests and were placed back in state school after her departure, academically well ahead of others in their age group. She left us this past December to further pursue her college endeavors. I need a wonderful, well- written recommendation letter that expresses my gratefulness and high praise that I and the kids feel towards Anna. I also need to include that this letter is for her college admission into the University of San Diego, and that I wish her the best of luck in her bright future. Please begin the letter with something like, To: The Graduate Studies Admissions Counsel. Thank you.

Hi Isak,
Could pls add the following sections to my essay. Thank you so much!


Abstract:
The abstract should be a summary of your report containing the purpose or aim of the study, method, results (including hypotheses), and conclusions of the report. It should be no longer than 120 words.

Method:
In the method section you need to describe (1) the participants, (2) the measures/materials, and (3) the procedures that were utilised in our study. The important point to remember when writing a method section is that you need to provide enough information so that the study could be replicated by another researcher.

In the measures section you should describe (1) the way amount of sleep was measured, (2) the Satisfaction with Life Scale (SWLS: Diener, Emmons, Larsen, & Griffin, 1985), and (3) the Reading Comprehension Test (RCT) (the section on the RCT is provided for you and you only need to copy and paste this bit). A separate handout is provided with the information you need to write the Method Section. Note: The Method section is NOT included in your word count.

You are to write a 1-page paper, Summarize the article below. When quoting from article use APA format. Do Not Use Outside Sources.

Developing Text for Web-based Instruction: Davis
One of the major issues that faculty encounters as a design when these courses is how to incorporate the vast amounts of factual materials commonly in college-level courses. This is ample evidence to suggest that the use of tanks at least in any substantial quantity is problematic for online instruction. Faculty are told that learners seem to prefer to read textual materials in hardcopy form and will print to read in even the online instructional texts. In these cases the web-based becomes the text file dissemination device for online or web enhanced courses. In those instruction in higher education regardless to pedagogical approach requires use of text. Whether an instructor is providing course enhancement through the Web work a complete online course texts will be an integral part of the instruction.
The electronic text comes in a variety of forms some authors differentiate between hypertext, which is characterized by embedded links end nodes, and serial text which is designed to be read in a linear, sequential manner. Distinguishing between hyperbase, browsable databases that can be freely explored by the reader and hyper- documents that intentionally guide readers through an information space controlling their expiration a long lines of a predetermined structure. The term hypermedia typically refers to hypertext that incorporates other media such as audio, video, and graphics. For the purpose of this chapter the term continuous hypertext is used to refer to the kinds of texts we are most likely to encounter in web-based courses. This term is adapted from Muter 1996 to refer to hypertext that is intended to be used in a manner predetermined by the designer and that may or may not include graphics, audio, or video. In examining research and practice in the area of online tax this chapter does not focus on technical elements of web page design such as typeface, spacing, and use of color. Nor does it look at the design navigation system per se except as design relates to Pacific concept under discussion.
A great deal of information is available on the design of good web sites and it includes guidelines on the use of text. We are told to keep in short, use bullets, and highlight important information, and so on. Most of us perhaps especially those of us would teaching colleges and universities find these guides to be antithetical to academic writings downs and to the way we communicate to students about our disciplines. Nevertheless if we ignore the advice and upload our best lectures and commentary we know the students are likely to print them out and we are merely providing a different delivery mechanism for our print materials. If we assume that our students will print to read and therefore provide our textual materials in print or in a printable files he lose the opportunity to use in embedded links, illustrations, and activities some of the key instructional utilities of the Web that lead us to in the first place. All these options fail to exploit the Web's potential to encourage learners active engagement and Internet activity with the contents of our courses. Research on the use of online text for instruction although limited does offer some insight that can assist the developers of continuous hypertext for instruction.
One message that has a familiar amount of research support is that learners to nine the lengthy text online. For example in a study on use of web-based lectures found that two thirds of their students immediately printed the online lectures and most of others to read the first at the computer been printed lectures. Only two of 48 that they ran and study the documents on the computer. Other studies support this observation of learners behavior. There's also evidence to suggest that online reading is problematic for student studies comparing online with current reading have indicated that people read electronic text more slowly and that it is more tiring than reading from print. Web-based designer should interpret this research with caution keeping in mind that the Web is relatively new instructional medium, steel in the model T. stage of development. Most recently of the article suggests that modern technology has eliminated many of the problems that contributed to his lower and more tiring reading of computer screens and indicates that screen reading now can be as fast as reading from printed text.
Many of our current and potential online student regularly use the Web for recreation and commerce. They have come to expect sites that are so easy to browse pages that are so easy to scan and concise messages that enabled them to reach their goals as quickly as possible. With time and experience it is reasonable to some the students expectations and thus their defective Web learning strategies can devolve to accommodate different kinds of electronic text designed for different purposes. Just as students have learned to approach the reading of textbooks differently than the approach reading a magazine we can expect that they will learn to read their outline course materials differently than they read a.com web site experience and expectations are important determinants of behavior. The fact that students are more likely accustomed to reading academic text in it is printed form may in part explain their tendency to print and electronic course materials in order to read them. Others have observed in their studies that of online lectures the students seem to have been trying to replicate the conditions of the traditional lecture system and failed to adapt their study methods to the new system. Elaborates on this theme and described new forms of multimedia and metamedia literacies required for the 21st century. Just as students are not yet accustomed to learning from online text the faculty are not yet experienced in its development. There were so many examples of early faculty attempts to duplicate their printed materials online that the term shovel-wear evolved to describe the phenomenon. The early materials fell to take advantage of the interactivity of the wear and it is not surprising that students merely printed them out to read off-line. As faculty became more experience in the design and the use of continuous hypertext they are developing course materials that optimize use of the Web as an instructional tool materials that therefore include embedded incentives for and use online.
A fair amount of inquiry an observation supporting today's common knowledge about offering online Texas focus not on the use of the Web for injunction but rather on is used for commercial and recreational purposes. Many of the best guys were rating on the Web both online and in print are intended for the design of attractive and defective commercial web sites. Information about the design of good web sites is useful and important but its ability to be generalized to the design of goodwill courses is limited not in the least because of the difference is in purpose. Purpose or the task at hand and most mostly the complexity of the task has proven to be crucial factor in research on the efficacy of hypertext. Task complexity in their meta-analysis of experimental studies on interconnecting with hypertext. The fact that so much more is known about creating good web sites ban is known about creating good with was probably reflects the reality that there are more sites than it courses study. That this reality is changing however is evidenced by Campbell 2000 in her review of the period based architectures and frameworks for web design and in the examples of good practice she provides. Another problem of overgeneralization is the failure to distinguish between research and observation about different types of computer-based text. Some of the best articles on the use of electronic texts are based on hypertext systems designed for searching. These are collection or nodes of searchable information distinguished my frequent use of links and referred by as hyper-bases. Some of the findings from research on hyper-bases seems easily generalizable to a more linear structure of continuous hypertext of interest in this chapter. However hyper base research typically focus on the systems searchability then when used for instruction on students ability to locate answers to specific questioning using the system while continuous hypertext is used for overall comprehension. Just as caution is warranted in generalizing results of research on printed text to electronic texts so should we be cautious in applying the conclusion of research on one form of hypertext to the design and use of form created for an entirely different purpose. Limitation in our ability to learn from research point out that the inquiry, observation and experience that will form the foundation for the design and development of continuous instructional hypertext is yet in an infancy. Overgeneralization should not discourage others from trying to develop, evaluate, and improve instructional texts for web-based courses.

Purpose people seem to learn more effectively and efficiently when they approach the learning activity with specific purposes in mind. They need to understand why they are reading project with text for example and what kind of information they should be looking for as they read through it. Given the greater potential for traction via links or scrolling for example this principle is critically important for online texts. Well designed instructional text should include early on a rationale explaining the function of the tax and should convey what the instructor expects to learn from it. This is not to suggest that the students will fail to learn other things from the text but rather that they are more likely to learn what the instructor intends them to learn from it if those expectations are known. Some text authors communicate readers purpose by including specific objects at the beginning of the text however that learning objectives are more defective and more likely to be read it linguistically interesting are embedded in the natural flow of the text.
Structure one of the most persuasive themes in literature on text comprehension is the most importance of structure others point to research suggesting that structure may be even more important in electronic text because of the lack of physical cues regarding length of the document and its parts. Links to multiple text with differing structures I had to the naturally ill structured nature of some hypertext. Discussion of text designed for distance education emphasizes the importance of clear concise writing for text comprehension regardless of medium. To explain the importance of structure in electronic text points to research that shows that a reader's ability to understand and remember a text to construct a mental model of it depends upon its degree of coherence which has shown to be facilitated by a well-defined structure and rhetorical cues that reflect the structural properties. To the values of structure and reducing cognitive load -- clear consistent structure enables the reader to focus more mental comfort on reading and comprehending text. Strategies for providing structure in electronic documents include use of table of contents, overviews, headings and subheadings, graphical maps, and stable screen layout. That readers respond to global structures indicators such as headings, menu order, and underlining when they are reading complex expository texts to synthesize information. The use of continuity overviews in text designed for distance learning continuity overview shows relationship between previous readings and the new reading assignment. Research on the potential value of graphical maps for overcoming lower abilities in spatial relations, an ability that seems to have a more influence on one's efficiency in using hypertext than variables was such as cognitive styles and learning styles. It is important to note here that the use of Web browsers to display structure may be in it adequate. The use of a graphical browser to show text structure did not increase recall for comprehension of the materials nor did it increased recall of the text structure. It did however increased the actual amount of text that was read. For examples the use of page format as opposed to scrolling has been shown to enable users to develop a better sense of text. Stable screen layout, visualization of structure, and descriptive links increased document coherence and reduce cognitive load. Use of embedded closed screens information nodes that open and close within a document but does not exit the document helps prevent reader disorientation and retains the text structural coherence. Carefully selected metaphors such as file cabinets, bookshelves, or shopping malls, also have been used successfully for structuring and navigating hyper base. Metaphors may also have application for more linear instructional text particularly for organizing multiple reading in a section for across the entire course. One could easily imagine how content Reverend metaphors could be used to add structure to academic reading such as a museum display for a history or an anthropology course or a street scene for a course and social psychology. Metaphors have the added advantage of providing opportunities for students activate prior knowledge and relate it to current learning as they consider how the metaphor relates to the new information. That having students create their own structure for information is a viable learning a. However this technique is used as a synthesizing task that that's to already has read or browse the content materials so would be useful as an end of reading activity. Regardless of the strategies selected clarity and document structure is of paramount importance in the design of continuous instructional hypertext. Great care should be taken explicate and reinforce that structure in order to reduce cognitive load and facilitate learning comprehension.
Interactivity probably the single greatest advantage of electronic text over printed materials in its capacity for interactivity. With online texts students can access related information through links, visual through dynamic applets, and answer questions and receive immediate feedback. Instructors can in hand student motivation and learning through the use of application exercises, feedback, and a variety of media in their online text. In short the interactive nature of electronic text offers instructors the opportunity to increase the powerful educational effect of active learning. Moore 1989 describes three types of interaction in distance education, learning content interaction, learning-instructor interaction, and learner-learner interaction. Each is reverence of the discussion of web-based course design but the emphasis here is on learner -- content into action as affected by the design of continuous instructional hypertext. It is interesting although perhaps not surprising that experienced in distance education instructors rated asynchronous learner -- material interaction more important for learning than either synchronous teacher -- learner or synchronous learner -- learner interaction in distance education courses.
Text-embedded questions can be used to reinforce students perception of structure as well as to enable them to assess their own comprehension of content. Questions and other embedded activities can be used to break larger sections of text into smaller more manageable pieces thus potentially alleviating concerns related to extensive scrolling and reading online. Course management systems with their built in quiz functions, facilitate the use of embedded questions and feedback. Instructors can use surveys in quiz tools for pretesting to prop relevant prior learning and students enter a new topic or content area. Text embedded questions should elicit higher level as well as low-level learning. The importance of providing specific space to answer with text embedded questions. Students in that study who worked without a printed guidebook really took notes while reading even though they were directed to do so in answer to only those questions for which space was provided. Explicit directions for reading may help to overcome any natural reluctance or preconceived ideas the learner may have about reading online. Because students may expect to scan web-based materials or to print them for closer reading and because the instruction may intend for different textual materials to be used in different ways instructors should include specific directions about how students are expected to use electronic text. Specific directions for use of online materials can be combined with the meta-cognitive prompts suggesting for learning strategies, questions about perceived comprehension, or reminders of prior learning to improve reading comprehension and performance. Graphs, diagrams, and multimedia illustrations again with appropriate direction about the intended use can facilitate comprehension of ideas presented in the text. Some of the emerging capabilities and limitations of electronic graphics and animation offer a thorough and thoughtful explanation of the need to develop theoretical propositions to explain how and why graphical presentations are effective for learning. Possible explanations include aiding comprehension through visualization, reducing cognitive load, and better simulation of the real world. Multimedia materials will increase interactivity to the degree that we designed them to do so and should be accompanied by specific assignments that require students to interact with the materials. In designing continuous textile web-based courses great care should be taken to avoid the need for learners to install files and perform in the downloads unless these activities are warranted by the instructional value of the material. Graphics, animations, audio, and video should be use judiciously in web-based courses with the recognition that students may be accessing the course through a modem. End of reading problems and activities provide further opportunities to encourage learner content into action through applications, synthesis, and evaluation of the content. A major advantage of the Web is the instructors can design these activities to be completed individually or collaboratively, with the latter providing opportunities for interactions with other students as well as the content of the course. Problems and exercises are more effectively when they are graded and feedback provided. Interactivity is a primary pedagogical benefit of online text. A less interactivity is a major goal there is little reason to use continuous instructional hypertext rather than print for learning/teaching materials. The strategies can be used to effectively increased learner-content into action in web-based distance and distribute learning courses.
Summary
this chapter argues the continuous hypertext can be used effectively in online and Web enhance courses. Evidence is emerging to counter early warning systems are able to read anything but the briefest most convinced texts in an online format. Online course text can be carefully designed to incorporate what we have learned from research on electronic text although the research still is limited. The slowly emerging popularity and availability of e-textbooks and readers will provide opportunities to create and evaluate new versions of instructional hypertext. Distance education faculty should be encouraged to add to the current body of knowledge in this important area of study.

Please do a paragraph for each one


(1) Children proceed through several stages of literacy development as they move from reading readiness to fluency and high levels of comprehension. Parents and others can influence literacy development by providing opportunities for literacy experiences.

Based on your readings, explain some ways parents, teachers, siblings, and others can help support early literacy development.
Select one of the 4 stages identified in the reading. Discuss some of the characteristics of this stage and how educators can support this stage.


(2)1. Compare at least 4 of the following genres:
Counting books
Alphabet books
Predictable books
Folktales
Fantasy
Narrative
Poetry
Informational books
Summarize how exposure to some of the genres of literature enhances literacy development (reading, speaking, and writing).

2. After discussing these genres, identify three of your own favorite books/stories from your childhood, or that your own children enjoy, and identify which genre they would be considered.

(3)Understanding the differences between sounds and the fact that letters represent different sounds is an important part of the early reading process. Early childhood teachers can provide a great advantage to children with opportunities to explore sounds and relationships of letters.

Differentiate phonological awareness, phonemic awareness, and phonics.

Identify some good activities to help children explore these skills. Be sure to identify each activity as either phonological/phonemic awareness or phonics. Where did you find each activity?


(4)Based on the reading and the videos you watched, identify some appropriate assessment strategies for early reading and writing.

Describe the various ways educators can assess students in their reading and writing development.
Discuss what strategies (if any) you personally used in assessing children?s reading and writing progress. How effective were these strategies? What sort of insight did you gain from this assessment?

(5)Good literacy educators must often utilize critical thinking skills in identifying their students? strengths and challenges. They may have to rely on sound reasoning to identify issues that are presenting obstacles to the reading process and formulate inferences in diagnosing causes of reading difficulties. In some cases, students? comprehension and fluency may be contributing to their reading difficulties and teachers must identify their students? faulty reasoning or assumptions students have made.

Apply your critical thinking skills of sound reasoning to consider some of the possible obstacles in the following case study and respond to the following:

What are some ?clues? that identify Gianna?s weak skills?
Identify reading strategies that might help you to resolve these issues. Make sure to address at least 3 of her weak skills.
Why did you select these 3 skills as being most in need of attention?
Case Study

Gianna is an 8-year old 2nd grader who is lagging behind the rest of the class in her oral reading skills and comprehension. She seems to have very weak word identification skills and a limited vocabulary of words she recognizes on sight. She also hesitates a lot when reading aloud.

In talking to her, her teacher realizes that she does not have access to a lot of interesting books at home and her parents do not seem to have the time to sit down and read with her. While she is very interested in the same reading topics that many of her friends enjoy, she does not seem to have access to these materials outside of school.

Gianna has a lot of difficulty in remembering what she has read and does not seem to know to apply any reading comprehension strategies before, during, or after reading.

Research of Relevant Literature
Please complete a review of literature paper on this topic.
I searched the following literature to make your job easier.
Let me know if you have any questions.

Ovid Technologies, Inc. Email Service

------------------------------

Search for: 10 or 14

Results: 22



Database: Ovid MEDLINE(R) <1950 to August Week 5 2010>

Search Strategy:

--------------------------------------------------------------------------------

1 Health Literacy/ (136)

2 health liter$.mp. (1738)

3 or/1-2 (1738)

4 newest vital sign.mp. (17)

5 3 and 4 (13)

6 REALM.mp. (2702)

7 Rapid estimate of Adult Literacy in Medicine.mp. (101)

8 6 or 7 (2730)

9 3 and 8 (63)

10 5 and 9 (2)

11 from 5 keep 1-3,8-9 (5)

12 from 9 keep 1,6,8,14,16,19,26-28,33,37,46,51-52,60-61 (16)

13 from 5 keep 1-3,9-10,12-13 (7)

14 11 or 12 or 13 (22)

15 10 or 14 (22)



***************************

Result <1. >

Unique Identifier

19885705

Status

MEDLINE

Authors

Rawson KA. Gunstad J. Hughes J. Spitznagel MB. Potter V. Waechter D. Rosneck J.

Authors Full Name

Rawson, Katherine A. Gunstad, John. Hughes, Joel. Spitznagel, Mary Beth. Potter, Vanessa. Waechter, Donna. Rosneck, James.

Institution

Department of Psychology, Kent State University, P.O. Box 5190, Kent, OH, 44242-0001, USA. [email protected]

Title

The METER: a brief, self-administered measure of health literacy.

Source

Journal of General Internal Medicine. 25(1):67-71, 2010 Jan.

Other ID

Source: NLM. PMC2811598 [Available on 01/01/11]

Abstract

BACKGROUND: Given rapidly accumulating evidence that health literacy is correlated with important health-related measures, assessing patients' health literacy level is of increasing concern for researchers and practitioners. Practical limitations for use of existing health literacy measures include length of time and practitioner involvement in administration. OBJECTIVE: To develop and validate a brief, self-administered measure of health literacy, the Medical Term Recognition Test (METER). PARTICIPANTS: 155 participants were recruited from an outpatient cardiology program at an urban hospital. MEASURES: Patients completed measures of health literacy (METER and REALM), neuropsychological function, psychosocial health, and self-report questionnaires about health behaviors. Indicators of cardiovascular health were also recorded from patients' medical charts. KEY RESULTS: The measure took 2 min to complete. The internal consistency of the METER was 0.93, and it correlated hig!

hly with REALM (r = 0.74). Regarding sensitivity and specificity for identifying individuals below REALM's cutoff for functional literacy, METER resulted in 75% correct identifications and 8% false positives. METER and REALM were both associated with various health-related measures (including significant correlations with measures of neuropsychological function and cardiovascular health). CONCLUSIONS: These initial findings show that the METER is a quick and practical measure of health literacy for use in clinical settings.

Publication Type

Comparative Study. Journal Article. Research Support, N.I.H., Extramural.

Link to the Ovid Full Text or citation

http://webproxy.ouhsc.edu/login?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&NEWS=N&PAGE=fulltext&D=medl&AN=19885705



Result <2. >

Unique Identifier

20574878

Status

MEDLINE

Authors

VanGeest JB. Welch VL. Weiner SJ.

Authors Full Name

VanGeest, Jonathan B. Welch, Verna L. Weiner, Saul J.

Institution

School of Community Health and Policy, Morgan State University, Baltimore, Maryland, USA.

Title

Patients' perceptions of screening for health literacy: reactions to the newest vital sign.

Source

Journal of Health Communication. 15(4):402-12, 2010 Jun.

Abstract

Difficulties in caring for patients with limited health literacy have prompted interest in health literacy screening. Several prior studies, however, have suggested that health literacy testing can lead to feelings of shame and stigmatization. In this study, we examine patient reaction to the Newest Vital Sign (NVS), a screening instrument developed specifically for use in primary care. Data were collected in 2008 in the Morehouse School of Medicine, Department of Family Medicine Primary Care Clinics, where health literacy screening was implemented as part of routine intake procedures. Following the visit, patients completed a series of questions assessing their screening experiences. A total of 179 patients completed both the NVS and the reaction survey. Nearly all (> 99%) patients reported that the screening did not cause them to feel shameful. There were also no differences in the reported prevalence of shame (p
ould recommend clinical screening, 97% of patients answered in the affirmative. These results suggest that screening for limited health literacy in primary care may not automatically elicit feelings of shame. Even patients with the lowest levels of literacy were both comfortable with and strongly supportive of clinical screening.

Publication Type

Journal Article. Research Support, Non-U.S. Gov't.

Link to the Ovid Full Text or citation

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Result <3. >

Unique Identifier

20606152

Status

MEDLINE

Authors

Powers BJ. Trinh JV. Bosworth HB.

Authors Full Name

Powers, Benjamin J. Trinh, Jane V. Bosworth, Hayden B.

Institution

Center for Health Services Research in Primary Care, Durham Veterans Affairs Medical Center, 508 Fulton St, Durham, NC 27705, USA. [email protected]

Title

Can this patient read and understand written health information?. [Review] [46 refs]

Source

JAMA. 304(1):76-84, 2010 Jul 7.

Abstract

CONTEXT: Patients with limited literacy are at higher risk for poor health outcomes; however, physicians' perceptions are inaccurate for identifying these patients. OBJECTIVE: To systematically review the accuracy of brief instruments for identifying patients with limited literacy. DATA SOURCES: Search of the English-language literature from 1969 through February 2010 using PubMed, Psychinfo, and bibliographies of selected manuscripts for articles on health literacy, numeracy, reading ability, and reading skill. STUDY SELECTION: Prospective studies including adult patients 18 years or older that evaluated a brief instrument for identifying limited literacy in a health care setting compared with an accepted literacy reference standard. DATA EXTRACTION: Studies were evaluated independently by 2 reviewers who each abstracted information and assigned an overall quality rating. Disagreements were adjudicated by a third reviewer. DATA SYNTHESIS: Ten studies using 6 different ins!

truments met inclusion criteria. Among multi-item measures, the Newest Vital Sign (English) performed moderately well for identifying limited literacy based on 3 studies. Among the single-item questions, asking about a patient's use of a surrogate reader, confidence filling out medical forms, and self-rated reading ability performed moderately well in identifying patients with inadequate or marginal literacy. Asking a patient, "How confident are you in filling out medical forms by yourself?" is associated with a summary likelihood ratio (LR) for limited literacy of 5.0 (95% confidence interval [CI], 3.8-6.4) for an answer of "a little confident" or "not at all confident"; a summary LR of 2.2 (95% CI, 1.5-3.3) for "somewhat confident"; and a summary LR of 0.44 (95% CI, 0.24-0.82) for "quite a bit" or "extremely confident." CONCLUSION: Several single-item questions, including use of a surrogate reader and confidence with medical forms, were moderately effective for quickly id!

entifying patients with limited literacy. [References: 46]

Publication Type

Journal Article. Research Support, N.I.H., Extramural. Research Support, Non-U.S. Gov't. Research Support, U.S. Gov't, Non-P.H.S.. Review.

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Result <4. >

Unique Identifier

20207930

Status

MEDLINE

Authors

Shah LC. West P. Bremmeyr K. Savoy-Moore RT.

Authors Full Name

Shah, Lisa Ciccarelli. West, Patricia. Bremmeyr, Katazryna. Savoy-Moore, Ruth T.

Institution

Department of Family Medicine, St. John Hospital, Detroit, MI, USA. [email protected]

Title

Health literacy instrument in family medicine: the "newest vital sign" ease of use and correlates.

Source

Journal of the American Board of Family Medicine: JABFM. 23(2):195-203, 2010 Mar-Apr.

Abstract

BACKGROUND: Health literacy has been defined as the ability to obtain, process, and understand the basic information needed to make appropriate health decisions. Half of adults lack the health literacy skills needed for our complex health care environment. In 2005, Weiss et al introduced the Newest Vital Sign (NVS), an instrument that can be used to quickly assess health literacy. The purpose of this study was to determine the acceptability and timeliness of using the NVS to measure the level of health literacy in various suburban, urban, and rural primary care settings. A secondary purpose was to determine the influence of taking a health class on one's level of health literacy. METHODS: In this cross-sectional design, adults were recruited from 4 primary care settings and student athletes were recruited during preparticipation sports physicals. The NVS was administered and health literacy rates were compared with known trends. A subset of 50 patients was timed during tes!

t administration, and refusals were logged throughout. The adults and the athletes were analyzed separately. RESULTS: One thousand fourteen patients (including athletes) agreed to participate (response rate, 97.5%). Average time needed to complete the NVS was 2.63 minutes. Of the adults tested, 48.1% demonstrated adequate health literacy. In logistic regression analysis, younger age, more formal education, health class participation, and body mass index were positive predictors of adequate health literacy among adults. An interaction term was used for gender/race, with white women used as the comparator. The gender/race odds ratio negatively affected literacy, with white men at 0.497 (95% CI, 0.328-0.753), non-white women at 0.177 (95% CI, 0.111-0.282), and non-white men at 0.210 (95% CI, 0.110-0.398). Among the participating middle- and high-school athletes, 59.7% had adequate health literacy. In logistic regression of this population, body mass index was a positive predic!

tor whereas gender/race was a negative predictor. CONCLUSION: The NVS

revealed health literacy status in less than 3 minutes, was widely accepted, and provided results comparable to more extensive literacy tests. Particularly, taking a health education class was associated with higher levels of health literacy among adults.

Publication Type

Journal Article. Research Support, Non-U.S. Gov't.

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Result <5. >

Unique Identifier

20010182

Status

MEDLINE

Authors

Walker J. Pepa C. Gerard PS.

Authors Full Name

Walker, Jane. Pepa, Carole. Gerard, Peggy S.

Institution

School of Nursing, Purdue University Calumet, Hammond, Indiana, USA. [email protected]

Title

Assessing the health literacy levels of patients using selected hospital services.

Source

Clinical Nurse Specialist. 24(1):31-7, 2010 Jan-Feb.

Abstract

PURPOSE: The aim of this study was to assess the health literacy abilities of patients in an urban and suburban hospital. BACKGROUND: Inadequate health literacy is a widespread problem that is associated with insufficient self-care knowledge and behavior, inappropriate use of emergency services, higher rates of hospitalization, and increased healthcare costs. Knowledge of patients' reading ability is necessary to ensure that appropriately leveled printed health education materials are available. METHODS: The health literacy of a convenience sample of 21 inpatients and 34 outpatients from an urban and suburban hospital was measured using the Test of Functional Health Literacy in Adults and the Rapid Estimate of Adult Literacy in Medicine. Variables for analysis included demographic characteristics, perceived health status, highest grade of school completed, socioeconomic status, healthcare costs, and number of inpatient and outpatient admissions over the previous year. RESU!

LTS: Based on the Rapid Estimate of Adult Literacy in Medicine, 33% of patients had health literacy levels that were eighth grade or below, whereas according to the Test of Functional Health Literacy in Adults, 23% had marginal or inadequate functional health literacy. Literacy was significantly related to socioeconomic status (P < .001) and education (P < .001), although 30% of participants had a reading level below the highest grade completed. No other significant correlations were found. IMPLICATIONS: Clinical nurse specialists should ensure that health information materials are written at appropriate levels and educate nurses and other healthcare professionals to use effective communication and teaching strategies.

Publication Type

Journal Article.

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Result <6. >

Unique Identifier

19531559

Status

MEDLINE

Authors

Barber MN. Staples M. Osborne RH. Clerehan R. Elder C. Buchbinder R.

Authors Full Name

Barber, Melissa N. Staples, Margaret. Osborne, Richard H. Clerehan, Rosemary. Elder, Catherine. Buchbinder, Rachelle.

Institution

Monash Department of Clinical Epidemiology, Cabrini Hospital, Melbourne, Australia. [email protected]

Title

Up to a quarter of the Australian population may have suboptimal health literacy depending upon the measurement tool: results from a population-based survey.

Source

Health Promotion International. 24(3):252-61, 2009 Sep.

Abstract

The objective of this paper is to measure health literacy in a representative sample of the Australian general population using three health literacy tools; to consider the congruency of results; and to determine whether these assessments were associated with socio-demographic characteristics. Face-to-face interviews were conducted in a stratified random sample of the adult Victorian population identified from the 2004 Australian Government Electoral Roll. Participants were invited to participate by mail and follow-up telephone call. Health literacy was measured using the Rapid Estimate of Adult Literacy in Medicine (REALM), Test of Functional Health Literacy in Adults (TOFHLA) and Newest Vital Sign (NVS). Of 1680 people invited to participate, 89 (5.3%) were ineligible, 750 (44.6%) were not contactable by phone, 531 (32%) refused and 310 (response rate 310/1591, 19.5%) agreed to participate. Compared with the general population, participants were slightly older, better ed!

ucated and had a higher annual income. The proportion of participants with less than adequate health literacy levels varied: 26.0% (80/308) for the NVS, 10.6% (51 33/310) for the REALM and 6.8% (21/309) for the TOFHLA. A varying but significant proportion of the general population was found to have limited health literacy. The health literacy measures we used, while moderately correlated, appear to measure different but related constructs and use different cut offs to indicate poor health literacy.

Publication Type

Journal Article. Research Support, Non-U.S. Gov't.

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Result <7. >

Unique Identifier

19051972

Status

MEDLINE

Authors

Reeves K.

Authors Full Name

Reeves, Kathleen.

Title

Health literacy: the newest vital sign.

Source

MEDSURG Nursing. 17(5):288, 296, 2008 Oct.

Publication Type

Journal Article.

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Result <8. >

Unique Identifier

18660507

Status

MEDLINE

Authors

Ibrahim SY. Reid F. Shaw A. Rowlands G. Gomez GB. Chesnokov M. Ussher M.

Authors Full Name

Ibrahim, S Y. Reid, F. Shaw, A. Rowlands, G. Gomez, G B. Chesnokov, M. Ussher, M.

Institution

Faculty of Health and Social Care, Institute of Primary Care and Public Health, London South Bank University, London, UK. [email protected]

Title

Validation of a health literacy screening tool (REALM) in a UK population with coronary heart disease.

Source

Journal of Public Health. 30(4):449-55, 2008 Dec.

Abstract

BACKGROUND: Health literacy (HL) has been recognized as an important public health issue in other developed countries such as the US. There is currently no HL screening tool valid for use in the UK. This study aimed to validate a US-developed HL screening tool (the Rapid Estimate for Adult Literacy in Medicine; REALM) for use in the UK against the UK's general literacy screening tool (the Basic Skills Agency Initial Assessment Test, BSAIT). METHODS: A cross-sectional survey involving 300 adult patients admitted to hospital for investigation of coronary heart disease were given the REALM and BSAIT tools to complete as well as specific questions considered likely to predict HL. These questions relate to the difficulty in understanding medical information, medical forms or instructions on tablets, frequency of reading books and whether the participant's job involves reading. RESULTS: The REALM was significantly correlated with the BSAIT (r = 0.70; P < 0.001), and significantl!

y related to seven of the eight questions likely to be predictive of HL. CONCLUSIONS: This study has shown that the REALM has face, criterion and construct validity for use as an HL screening tool in the UK, in research and in everyday clinical practice. Further studies are needed to assess the prevalence of low HL in a wider population and to explore the links that may exist between low HL and poor health in the UK.

Publication Type

Journal Article. Research Support, Non-U.S. Gov't. Validation Studies.

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Result <9. >

Unique Identifier

18588408

Status

MEDLINE

Authors

Volandes AE. Paasche-Orlow M. Gillick MR. Cook EF. Shaykevich S. Abbo ED. Lehmann L.

Authors Full Name

Volandes, Angelo E. Paasche-Orlow, Michael. Gillick, Muriel R. Cook, E F. Shaykevich, Shimon. Abbo, Elmer D. Lehmann, Lisa.

Institution

General Medicine Unit, Massachusetts General Hospital, Boston, Massachusetts 02114, USA. [email protected]

Title

Health literacy not race predicts end-of-life care preferences.

Source

Journal of Palliative Medicine. 11(5):754-62, 2008 Jun.

Abstract

BACKGROUND: Several studies have reported that African Americans are more likely than whites to prefer aggressive treatments at the end of life. OBJECTIVE: Since the medical information presented to subjects is frequently complex, we hypothesized that apparent differences in end-of-life preferences and decision making may be due to disparities in health literacy. A video of a patient with advanced dementia may overcome communication barriers associated with low health literacy. DESIGN: Before and after oral survey. PARTICIPANTS: Subjects presenting to their primary care doctors. METHODS: Subjects were asked their preferences for end-of-life care after they heard a verbal description of advanced dementia. Subjects then viewed a 2-minute video of a patient with advanced dementia and were asked again about their preferences. For the analysis, preferences were dichotomized into comfort care and aggressive care. Health literacy was measured using the Rapid Estimate of Adult Lit!

eracy in Medicine (REALM) and subjects were divided into three literacy categories: low (0-45, sixth grade and below), marginal (46-60, seventh to eighth grade) and adequate (61-66, ninth grade and above). Unadjusted and adjusted logistic regression models were fit using stepwise algorithms to examine factors related to initial preferences before the video. RESULTS: A total of 80 African Americans and 64 whites completed the interview. In unadjusted analyses, African Americans were more likely than whites to have preferences for aggressive care after the verbal description, odds ratio (OR) 4.8 (95% confidence interval [CI] 2.1-10.9). Subjects with low or marginal health literacy were also more likely than subjects with adequate health literacy to have preferences for aggressive care after the verbal description, OR 17.3 (95% CI 6.0-49.9) and OR 11.3 (95% CI 4.2-30.8) respectively. In adjusted analyses, health literacy (low health literacy: OR 7.1, 95% CI 2.1-24.2; marginal !

health literacy OR 5.1, 95% CI 1.6-16.3) but not race (OR 1.1, 95% CI

0.3-3.2) was an independent predictor of preferences after the verbal description. After watching a video of advanced dementia, there were no significant differences in the distribution of preferences by race or health literacy. CONCLUSIONS: Health literacy and not race was an independent predictor of end-of-life preferences after hearing a verbal description of advanced dementia. In addition, after viewing a video of a patient with advanced dementia there were no longer any differences in the distribution of preferences according to race and health literacy. These findings suggest that clinical practice and research relating to end-of-life preferences may need to focus on a patient education model incorporating the use of decision aids such as video to ensure informed decision-making.

Publication Type

Comparative Study. Journal Article.

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Result <10. >

Unique Identifier

18467532

Status

MEDLINE

Authors

Johnson K. Weiss BD.

Authors Full Name

Johnson, Kristen. Weiss, Barry D.

Institution

Polyclinic Family Medicine Northgate, North Seattle, Washington, USA.

Title

How long does it take to assess literacy skills in clinical practice?.

Source

Journal of the American Board of Family Medicine: JABFM. 21(3):211-4, 2008 May-Jun.

Abstract

BACKGROUND: Health literacy screening is often not performed in clinical settings. One possible reason is the concern about the time involved in performing such assessments. Our objective was to measure the time required to administer the Newest Vital Sign (NVS) literacy assessment instrument to English-speaking primary care patients. METHODS: The NVS was administered to 78 consecutive English-speaking patients in an outpatient primary care clinic. The length of time to complete the NVS was timed with a stopwatch. RESULTS: The average time to complete the NVS was 2.9 minutes (95% confidence limit, 2.6-3.1 min). CONCLUSION: The NVS is a health literacy screening tool of sufficient brevity to be considered for use in primary care practices.

Publication Type

Journal Article.

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Result <11. >

Unique Identifier

18335281

Status

MEDLINE

Authors

Chew LD. Griffin JM. Partin MR. Noorbaloochi S. Grill JP. Snyder A. Bradley KA. Nugent SM. Baines AD. Vanryn M.

Authors Full Name

Chew, Lisa D. Griffin, Joan M. Partin, Melissa R. Noorbaloochi, Siamak. Grill, Joseph P. Snyder, Annamay. Bradley, Katharine A. Nugent, Sean M. Baines, Alisha D. Vanryn, Michelle.

Institution

Department of Medicine, Division of General Internal Medicine, University of Washington, Harborview Medical Center, Seattle, WA, USA. [email protected]

Title

Validation of screening questions for limited health literacy in a large VA outpatient population.

Comments

Comment in: J Gen Intern Med. 2008 Sep;23(9):1545; PMID: 18636297]

Source

Journal of General Internal Medicine. 23(5):561-6, 2008 May.

Other ID

Source: NLM. PMC2324160

Abstract

OBJECTIVES: Previous studies have shown that a single question may identify individuals with inadequate health literacy. We evaluated and compared the performance of 3 health literacy screening questions for detecting patients with inadequate or marginal health literacy in a large VA population. METHODS: We conducted in-person interviews among a random sample of patients from 4 VA medical centers that included 3 health literacy screening questions and 2 validated health literacy measures. Patients were classified as having inadequate, marginal, or adequate health literacy based on the Short Test of Functional Health Literacy in Adults (S-TOFHLA) and the Rapid Estimate of Adult Literacy in Medicine (REALM). We evaluated the ability of each of 3 questions to detect: 1) inadequate and the combination of "inadequate or marginal" health literacy based on the S-TOFHLA and 2) inadequate and the combination of "inadequate or marginal" health literacy based on the REALM. MEASUREMEN!

TS AND MAIN RESULTS: Of 4,384 patients, 1,796 (41%) completed interviews. The prevalences of inadequate health literacy were 6.8% and 4.2%, based on the S-TOHFLA and REALM, respectively. Comparable prevalences for marginal health literacy were 7.4% and 17%, respectively. For detecting inadequate health literacy, "How confident are you filling out medical forms by yourself?" had the largest area under the Receiver Operating Characteristic Curve (AUROC) of 0.74 (95% CI: 0.69-0.79) and 0.84 (95% CI: 0.79-0.89) based on the S-TOFHLA and REALM, respectively. AUROCs were lower for detecting "inadequate or marginal" health literacy than for detecting inadequate health literacy for each of the 3 questions. CONCLUSION: A single question may be useful for detecting patients with inadequate health literacy in a VA population.

Publication Type

Journal Article. Multicenter Study. Research Support, U.S. Gov't, Non-P.H.S.. Validation Studies.

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Result <12. >

Unique Identifier

17557682

Status

MEDLINE

Authors

Gong DA. Lee JY. Rozier RG. Pahel BT. Richman JA. Vann WF Jr.

Authors Full Name

Gong, Debra A. Lee, Jessica Y. Rozier, R Gary. Pahel, Bhavna T. Richman, Julia A. Vann, William F Jr.

Institution

Department of Pediatric Dentistry CB 7450, University of North Carolina, Chapel Hill, NC 27599-7450, USA.

Title

Development and testing of the Test of Functional Health Literacy in Dentistry (TOFHLiD).

Source

Journal of Public Health Dentistry. 67(2):105-12, 2007.

Abstract

OBJECTIVE: This study aims to evaluate the reliability and validity of the Test of Functional Health Literacy in Dentistry (TOFHLiD), a new instrument to measure functional oral health literacy. METHODS: TOFHLiD uses text passages and prompts related to fluoride use and access to care to assess reading comprehension and numerical ability. Parents of pediatric dental patients (n = 102) were administered TOFHLiD, a medical literacy comprehension test (TOFHLA), and two word recognition tests [Rapid Estimate of Adult Literacy in Dentistry (REALD), Rapid Estimate of Adult Literacy in Medicine (REALM)]. This design provided assessments of dental and medical health literacy by all subjects, both measured with two different methods (reading/numeracy ability and word recognition). Construct validity of TOFHLiD was assessed by entering the correlation coefficients for all pairwise comparisons of literacy instruments into a multitrait-multimethod matrix. Internal reliability of TOFHL!

iD was assessed with Cronbach's alpha. Criterion-related predictive validity was tested by associations between the TOFHLiD scores and the three measures of oral health in multivariate regression analyses. RESULTS: The correlation coefficient for TOFHLiD and REALD-99 scores (monotrait-heteromethod) was high (r = 0.82, P < 0.05). Coefficients between TOFHLiD and TOFHLA (heterotrait-monomethod: r = 0.52) and REALM (heterotrait-heteromethod: r = 0.53) were smaller than coefficients for convergent validity Cronbach's alpha for TOFHLiD was 0.63. TOFHLiD was positively correlated with OHIP-14 (P < 0.05), but not with parent or child oral health. TOFHLA was not related to dental outcomes. CONCLUSIONS: TOFHLiD demonstrates good convergent validity but only moderate ability to discriminate between dental and medical health literacy. Its predictive validity is only partially established, and internal consistency just meets the threshold for acceptability. Results provide solid suppor!

t for more research, but not widespread use in clinical or public heal

th practice.

Publication Type

Evaluation Studies. Journal Article. Research Support, N.I.H., Extramural. Research Support, Non-U.S. Gov't. Validation Studies.

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Result <13. >

Unique Identifier

17557681

Status

MEDLINE

Authors

Richman JA. Lee JY. Rozier RG. Gong DA. Pahel BT. Vann WF Jr.

Authors Full Name

Richman, Julia A. Lee, Jessica Y. Rozier, R Gary. Gong, Debra A. Pahel, Bhavna T. Vann, William F Jr.

Institution

Department of Pediatric Dentistry CB 7450, University of North Carolina, Chapel Hill, NC 27599-7450, USA.

Title

Evaluation of a word recognition instrument to test health literacy in dentistry: the REALD-99.

Source

Journal of Public Health Dentistry. 67(2):99-104, 2007.

Abstract

OBJECTIVE: This study aims to evaluate a dental health literacy word recognition instrument. METHODS: Based on a reading recognition test used in medicine, the Rapid Estimate of Adult Literacy in Medicine (REALM), we developed the Rapid Estimate of Adult Literacy in Dentistry (REALD-99). Parents of pediatric dental patients were recruited from local dental clinics and asked to read aloud words in both REALM and REALD-99. REALD-99 scores had a possible range of 0 (low literacy) to 99 (high literacy); REALM scores ranged from 0 to 66. Outcome measures included parents' perceived oral health for themselves and of their children, and oral health-related quality of life of the parent as measured by the short-form Oral Health Impact Profile (OHIP-14). To determine the validity, we tested bivariate correlations between REALM and REALD-99, REALM and perceived dental outcomes, and REALD-99 and perceived dental outcomes. We used ordinary least squares regression and logit models to !

further examine the relationship between REALD-99 and dental outcomes. We determined internal reliability using Cronbach's alpha. RESULTS: One hundred two parents of children were interviewed. The average REALD-99 and REALM-66 scores were high (84 and 62, respectively). REALD-99 was positively correlated with REALM (PCC = 0.80). REALM was not related to dental outcomes. REALD-99 was associated with parents' OHIP-14 score in multivariate analysis. REALD-99 had good reliability (Cronbach's alpha = 0.86). CONCLUSIONS: REALD-99 has promise for measuring dental health literacy because it demonstrated good reliability and is quick and easy to administer. Additional studies are needed to examine the validity of REALD-99 using objective clinical oral health measures and more proximal outcomes such as behavior and compliance to specific health instructions.

Publication Type

Evaluation Studies. Journal Article. Research Support, N.I.H., Extramural. Research Support, Non-U.S. Gov't. Validation Studies.

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Result <14. >

Unique Identifier

17557680

Status

MEDLINE

Authors

Lee JY. Rozier RG. Lee SY. Bender D. Ruiz RE.

Authors Full Name

Lee, Jessica Y. Rozier, R Gary. Lee, Shoou-Yih Daniel. Bender, Deborah. Ruiz, Rafael E.

Institution

Department of Pediatric Dentistry, CB 7450 Brauer Hall, Carolina Campus, Chapel Hill, NC 27599-7450, USA. [email protected]

Title

Development of a word recognition instrument to test health literacy in dentistry: the REALD-30--a brief communication.

Source

Journal of Public Health Dentistry. 67(2):94-8, 2007.

Abstract

OBJECTIVE: This study aims to develop and pilot test a dental word recognition instrument. METHODS: The development of our instrument was based on the Rapid Estimate of Adult Literacy in Medicine (REALM), an efficient word recognition instrument used to assess health literacy in the medical arena. Our instrument, Rapid Estimate of Adult Literacy in Dentistry (REALD-30), consisted of 30 common dental words with various degrees of difficulty. It was administered to 202 English-speaking adults recruited from outpatient medical clinics. We examined the instrument's internal reliability using Cronbach's alpha and its validity by correlating the REALD-30 score to two dental outcomes (perceived dental health status and oral health-related quality of life) and medical health literacy. RESULTS: REALD-30 scores were significantly correlated with REALM scores. REALD-30 was significantly related to perceived dental health status in the bivariate analysis. It also was significantly rel!

ated to oral health-related quality of life in a multivariate analysis. In contrast, medical health literacy was not related to either of the dental outcome measures. CONCLUSIONS: The new REALD-30 instrument displays good reliability but only partial validity. Results suggest that dental health literacy may be distinct from medical health literacy and may have an independent effect on dental health outcomes.

Publication Type

Journal Article. Research Support, N.I.H., Extramural. Research Support, U.S. Gov't, P.H.S..

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Result <15. >

Unique Identifier

17178765

Status

MEDLINE

Authors

Shea JA. Guerra CE. Ravenell KL. McDonald VJ. Henry CA. Asch DA.

Authors Full Name

Shea, Judy A. Guerra, Carmen E. Ravenell, Karima L. McDonald, Vanessa J. Henry, Camille A N. Asch, David A.

Institution

Center for Health Equity Research and Promotion, Philadelphia Vetrans Affairs Medical Center, Philadelphia, PA, USA. [email protected]

Title

Health literacy weakly but consistently predicts primary care patient dissatisfaction.

Source

International Journal for Quality in Health Care. 19(1):45-9, 2007 Feb.

Abstract

OBJECTIVES: To study relationships between health literacy and multiple satisfaction domains. Health literacy is related to some domains of patient satisfaction such as communication and understanding, but little is known about relationships of health literacy with other satisfaction domains. Moreover, the importance of health literacy in predicting satisfaction compared with other patient sociodemographics is underexplored. DESIGN: Cross-sectional survey. SETTING: Primary care waiting areas with a Veterans Administration Medical Center and a university health system. PARTICIPANTS: One thousand five hundred and twenty-eight primary care patients. MAIN OUTCOME MEASURES: A brief demographics questionnaire, the Rapid Estimate of Adult Literacy in Medicine, the Veterans Affairs ambulatory care patient satisfaction survey, and an adaptation of the Charlson Comorbidity Index. RESULTS: In unadjusted regression analyses, lower health literacy level was a significant predictor of w!

orse satisfaction in 7 of 10 domains (P < 0.01). When adjusting for patient sociodemographics, predicted relationships remained significant in six of the seven domains (P < 0.05), with each unit change in the 4-stage literacy classification associated with a 3-6 point decrease in dissatisfaction scores (0-100 scale). Health literacy did not predict overall dissatisfaction (P = 0.55). CONCLUSIONS: These results suggest that health literacy, as assessed through a pronunciation exercise that is closely related to more comprehensive measures of literacy, has a consistent, albeit weak relationship with patient satisfaction. Future work is needed to clarify if patients with lower literacy are really receiving different care than those with higher literacy and to pinpoint the sources of their more negative responses.

Publication Type

Journal Article. Research Support, U.S. Gov't, Non-P.H.S..

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Result <16. >

Unique Identifier

16881950

Status

MEDLINE

Authors

Wallace LS. Rogers ES. Roskos SE. Holiday DB. Weiss BD.

Authors Full Name

Wallace, Lorraine S. Rogers, Edwin S. Roskos, Steven E. Holiday, David B. Weiss, Barry D.

Institution

Department of Family Medicine, University of Tennessee Graduate School of Medicine, Knoxville, TN 37920, USA. [email protected]

Title

Brief report: screening items to identify patients with limited health literacy skills.

Source

Journal of General Internal Medicine. 21(8):874-7, 2006 Aug.

Other ID

Source: NLM. PMC1831582

Abstract

BACKGROUND: Patients with limited literacy skills are routinely encountered in clinical practice, but they are not always identified by clinicians. OBJECTIVE: To evaluate 3 candidate questions to determine their accuracy in identifying patients with limited or marginal health literacy skills. METHODS: We studied 305 English-speaking adults attending a university-based primary care clinic. Demographic items, health literacy screening questions, and the Rapid Estimate of Adult Literacy in Medicine (REALM) were administered to patients. To determine the accuracy of the candidate questions for identifying limited or marginal health literacy skills, we plotted area under the receiver operating characteristic (AUROC) curves for each item, using REALM scores as a reference standard. RESULTS: The mean age of subjects was 49.5; 67.5% were female, 85.2% Caucasian, and 81.3% insured by TennCare and/or Medicare. Fifty-four (17.7%) had limited and 52 (17.0%) had marginal health literac!

y skills. One screening question, "How confident are you filling out medical forms by yourself?" was accurate in detecting limited (AUROC of 0.82; 95% confidence interval [CI]=0.77 to 0.86) and limited/marginal (AUROC of 0.79; 95% CI=0.74 to 0.83) health literacy skills. This question had significantly greater AUROC than either of the other questions (P<.01) and also a greater AUROC than questions based on demographic characteristics. CONCLUSIONS: One screening question may be sufficient for detecting limited and marginal health literacy skills in clinic populations.

Publication Type

Comparative Study. Journal Article.

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Result <17. >

Unique Identifier

19531559

Status

MEDLINE

Authors

Barber MN. Staples M. Osborne RH. Clerehan R. Elder C. Buchbinder R.

Authors Full Name

Barber, Melissa N. Staples, Margaret. Osborne, Richard H. Clerehan, Rosemary. Elder, Catherine. Buchbinder, Rachelle.

Institution

Monash Department of Clinical Epidemiology, Cabrini Hospital, Melbourne, Australia. [email protected]

Title

Up to a quarter of the Australian population may have suboptimal health literacy depending upon the measurement tool: results from a population-based survey.[Erratum appears in Health Promot Int. 2009 Dec;24(4):445]

Source

Health Promotion International. 24(3):252-61, 2009 Sep.

Abstract

The objective of this paper is to measure health literacy in a representative sample of the Australian general population using three health literacy tools; to consider the congruency of results; and to determine whether these assessments were associated with socio-demographic characteristics. Face-to-face interviews were conducted in a stratified random sample of the adult Victorian population identified from the 2004 Australian Government Electoral Roll. Participants were invited to participate by mail and follow-up telephone call. Health literacy was measured using the Rapid Estimate of Adult Literacy in Medicine (REALM), Test of Functional Health Literacy in Adults (TOFHLA) and Newest Vital Sign (NVS). Of 1680 people invited to participate, 89 (5.3%) were ineligible, 750 (44.6%) were not contactable by phone, 531 (32%) refused and 310 (response rate 310/1591, 19.5%) agreed to participate. Compared with the general population, participants were slightly older, better ed!

ucated and had a higher annual income. The proportion of participants with less than adequate health literacy levels varied: 26.0% (80/308) for the NVS, 10.6% (51 33/310) for the REALM and 6.8% (21/309) for the TOFHLA. A varying but significant proportion of the general population was found to have limited health literacy. The health literacy measures we used, while moderately correlated, appear to measure different but related constructs and use different cut offs to indicate poor health literacy.

Publication Type

Journal Article. Research Support, Non-U.S. Gov't.

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Result <18. >

Unique Identifier

16338915

Status

MEDLINE

Authors

Weiss BD. Mays MZ. Martz W. Castro KM. DeWalt DA. Pignone MP. Mockbee J. Hale FA.

Authors Full Name

Weiss, Barry D. Mays, Mary Z. Martz, William. Castro, Kelley Merriam. DeWalt, Darren A. Pignone, Michael P. Mockbee, Joy. Hale, Frank A.

Institution

University of Arizona College of Medicine, Department of Family and Community Medicine, Tucson 85719, USA. [email protected]

Title

Quick assessment of literacy in primary care: the newest vital sign.[Erratum appears in Ann Fam Med. 2006 Jan-Feb;4(1):83]

Source

Annals of Family Medicine. 3(6):514-22, 2005 Nov-Dec.

Other ID

Source: NLM. PMC1466931

Abstract

PURPOSE: Current health literacy screening instruments for health care settings are either too long for routine use or available only in English. Our objective was to develop a quick and accurate screening test for limited literacy available in English and Spanish. METHODS: We administered candidate items for the new instrument and also the Test of Functional Health Literacy in Adults (TOFHLA) to English-speaking and Spanish-speaking primary care patients. We measured internal consistency with Cronbach's alpha and assessed criterion validity by measuring correlations with TOFHLA scores. Using TOFLHA scores <75 to define limited literacy, we plotted receiver-operating characteristics (ROC) curves and calculated likelihood ratios for cutoff scores on the new instrument. RESULTS: The final instrument, the Newest Vital Sign (NVS), is a nutrition label that is accompanied by 6 questions and requires 3 minutes for administration. It is reliable (Cronbach alpha >0.76 in English a!

nd 0.69 in Spanish) and correlates with the TOFHLA. Area under the ROC curve is 0.88 for English and 0.72 for Spanish versions. Patients with more than 4 correct responses are unlikely to have low literacy, whereas fewer than 4 correct answers indicate the possibility of limited literacy. CONCLUSION: NVS is suitable for use as a quick screening test for limited literacy in primary health care settings.

Publication Type

Journal Article. Research Support, Non-U.S. Gov't.

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Result <19. >

Unique Identifier

15343422

Status

MEDLINE

Authors

Davis TC. Wolf MS.

Authors Full Name

Davis, Terry C. Wolf, Michael S.

Title

Health literacy: implications for family medicine. [Review] [17 refs]

Source

Family Medicine. 36(8):595-8, 2004 Sep.

Abstract

As many as 90 million Americans have difficulty understanding and acting on health information. This health literacy epidemic is increasingly recognized as a problem that influences health care quality and cost. Yet many physicians do not recognize the problem or lack the skills and confidence to approach the subject with patients. In this issue of Family Medicine, several articles address health literacy in family medicine. Wallace and Lennon examined the readability of American Academy of Family Physicians patient education materials available via the Internet. They found that three of four handouts were written above the average reading level of American adults. Rosenthal and colleagues surveyed residents and found they lacked the confidence to screen and counsel adults about literacy. They used a Reach Out and Read program with accompanying resident education sessions to provide a practical and effective means for incorporating literacy assessment and counseling into p!

rimary care. Chew and colleagues presented an alternative to existing health literacy screening tests by asking three questions to detect inadequate health literacy. Likewise, Shea and colleagues reviewed the prospect of shortening the Rapid Estimate of Adult Literacy in Medicine (REALM), a commonly used health literacy screening tool. Both the Chew and Shea articles highlight the need for improved methods for recognizing literacy problems in the clinical setting. Further research is required to identify effective interventions that will strengthen the skills and coping strategies of both patients and providers and also prevent and limit poor reading and numeracy ability in the next generation. [References: 17]

Publication Type

Editorial. Review.

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Result <20. >

Unique Identifier

15343419

Status

MEDLINE

Authors

Shea JA. Beers BB. McDonald VJ. Quistberg DA. Ravenell KL. Asch DA.

Authors Full Name

Shea, Judy A. Beers, Benjamin B. McDonald, Vanessa J. Quistberg, D Alex. Ravenell, Karima L. Asch, David A.

Institution

Center for Health Equity Research and Promotion (CHERP), Philadelphia Veterans Affairs Medical Center, PA 19104-6021, USA. [email protected]

Title

Assessing health literacy in African American and Caucasian adults: disparities in rapid estimate of adult literacy in medicine (REALM) scores.

Comments

Comment in: Fam Med. 2005 Apr;37(4):234; PMID: 15812684]

Source

Family Medicine. 36(8):575-81, 2004 Sep.

Abstract

BACKGROUND AND OBJECTIVES: The influence of literacy on health and health care is an important area of investigation. Studies with a literacy focus are most valuable when literacy is assessed with psychometrically sound instruments. METHODS: This study used a prospective cohort sample of 1,610 primary care patients. Patients provided sociodemographics and took the Rapid Estimate of Adult Literacy in Medicine (REALM), a 66-item word pronunciation literacy test. RESULTS: The sample was 65% African American; 66% were men; 51% had a high school education or less. REALM scores were significantly related to education, age, and race but not gender. When stratified by education, differences between African Americans and Caucasians remained significant. Using 19 different strategies to shorten the 66-item instrument, reliability coefficients above.80 were maintained. CONCLUSIONS: The REALM is a robust assessment of health literacy. However, the discordance in scores between African!

Americans and Caucasians with similar educational attainment needs to be further addressed. A much shorter instrument would still have internally consistent scores and potentially be more useful in clinical settings.

Publication Type

Comparative Study. Journal Article. Research Support, U.S. Gov't, Non-P.H.S..

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Result <21. >

Unique Identifier

14528569

Status

MEDLINE

Authors

Baker DW. Williams MV. Parker RM. Gazmararian JA. Nurss J.

Authors Full Name

Baker, D W. Williams, M V. Parker, R M. Gazmararian, J A. Nurss, J.

Institution

Department of Medicine, Department of Epidemiology and Biostatistics, MetroHealth Medical Center, Case Western Reserve University, Cleveland, OH 44109-1998, USA. [email protected]

Title

Development of a brief test to measure functional health literacy.

Source

Patient Education & Counseling. 38(1):33-42, 1999 Sep.

Abstract

We describe the development of an abbreviated version of the Test of Functional Health Literacy in Adults (TOFHLA) to measure patients' ability to read and understand health-related materials. The TOFHLA was reduced from 17 Numeracy items and 3 prose passages to 4 Numeracy items and 2 prose passages (S-TOFHLA). The maximum time for administration was reduced from 22 minutes to 12. In a group of 211 patients given the S-TOFHLA, Cronbach's alpha was 0.68 for the 4 Numeracy items and 0.97 for the 36 items in the 2 prose passages. The correlation (Spearman) between the S-TOFHLA and the Rapid Estimate of Adult Literacy in Medicine (REALM) was 0.80, although there were important disagreements between the two tests. The S-TOFHLA is a practical measure of functional health literacy with good reliability and validity that can be used by health educators to identify individuals who require special assistance to achieve learning goals.

Publication Type

Comparative Study. Journal Article. Validation Studies.

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Result <22. >

Unique Identifier

9768381

Status

MEDLINE

Authors

Davis TC. Michielutte R. Askov EN. Williams MV. Weiss BD.

Authors Full Name

Davis, T C. Michielutte, R. Askov, E N. Williams, M V. Weiss, B D.

Institution

Department of Internal Medicine and Pediatrics, Louisiana State University Medical Center, School of Medicine, LA 71130-3932, USA. [email protected]

Title

Practical assessment of adult literacy in health care. [Review] [58 refs]

Source

Health Education & Behavior. 25(5):613-24, 1998 Oct.

Abstract

Low literacy is a pervasive and underrecognized problem in health care Approximately 21% of American adults are functionally illiterate, and another 27% have marginal literacy skills. Such patients may have difficulty reading and understanding discharge instructions, medication labels, patient education materials, consent forms, or health surveys. Properly assessing the literacy level of individual patients or groups may avoid problems in clinical care and research. This article reviews the use of literacy assessments, discusses their application in a variety of health care settings, and cites issues providers need to consider before testing. The authors describe informal and formal methods of screening for reading and comprehension in English and Spanish including the Rapid Estimate of Adult Literacy in Medicine, the Wide Range Achievement Test-3, the Cloze procedure, the Test of Functional Health Literacy in Adults, and others. Practical implications and recommendations !

for specific use are made. [References: 58]

Publication Type

Journal Article. Review.

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There are faxes for this order.