Matching Items (3)
Filtering by
- All Subjects: Reading comprehension
- Creators: Atkinson, Robert
Description
The current study analyzed existing data, collected under a previous U.S. Department of Education Reading First grant, to investigate the strength of the relationship between scores on the first- through third-grade Dynamic Indicators of Basic Early Literacy Skills - Oral Reading Fluency (DIBELS-ORF) test and scores on a reading comprehension test (TerraNova-Reading) administered at the conclusion of second- and third-grade. Participants were sixty-five English Language Learners (ELLs) learning to read in a school district adjacent to the U.S.-Mexico border. DIBELS-ORF and TerraNova-Reading scores were provided by the school district, which administers the assessments in accordance with state and federal mandates to monitor early literacy skill development. Bivariate correlation results indicate moderate-to-strong positive correlations between DIBELS-ORF scores and TerraNova-Reading performance that strengthened between grades one and three. Results suggest that the concurrent relationship between oral reading fluency scores and performance on standardized and high-stakes measures of reading comprehension may be different among ELLs as compared to non-ELLs during first- and second-grade. However, by third-grade the correlations approximate those reported in previous non-ELL studies. This study also examined whether the Peabody Picture Vocabulary Test (PPVT), a receptive vocabulary measure, could explain any additional variance on second- and third-grade TerraNova-Reading performance beyond that explained by the DIBELS-ORF. The PPVT was individually administered by researchers collecting data under a Reading First research grant prior to the current study. Receptive vocabulary was found to be a strong predictor of reading comprehension among ELLs, and largely overshadowed the predictive ability of the DIBELS-ORF during first-grade. Results suggest that receptive vocabulary scores, used in conjunction with the DIBELS-ORF, may be useful for identifying beginning ELL readers who are at risk for third-grade reading failure as early as first-grade.
ContributorsMillett, Joseph Ridge (Author) / Atkinson, Robert (Thesis advisor) / Blanchard, Jay (Committee member) / Thompson, Marilyn (Committee member) / Christie, James (Committee member) / Arizona State University (Publisher)
Created2011
Description
Since the early 1990's, researchers have been looking at intersections between education and music. After a highly popular study correlating listening to Mozart to temporary increases in spatial reasoning, many other researchers tried to find a link between different musical genres and learning outcomes. Using three musical treatments (Pop, classical, silence), this study had subjects (N=34) complete a reading-based task whereupon they were tested on their comprehension. Using a suite of sensors, data was collected to analyze the participants' emotions and affect while they read from an educational psychology textbook. The present study has two major focuses: They detail whether (1) changes in musical condition affect learning outcomes and (2) whether changes in musical condition affect emotional outcomes. The popular conception that listening to classical music makes you smarter was proven false long ago, but there may actually be some merit to using music to assist one in studying. While there were no significant changes in test scores depending on musical condition; frustration levels were significantly lower for those who listened to classical instead of pop music.
ContributorsPaley, Benjamin Henry (Author) / Atkinson, Robert (Thesis director) / Feisst, Sabine (Committee member) / Barrett, The Honors College (Contributor) / School of Music (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2015-05
Description
Smartphone privacy is a growing concern around the world; smartphone applications routinely take personal information from our phones and monetize it for their own profit. Worse, they're doing it legally. The Terms of Service allow companies to use this information to market, promote, and sell personal data. Most users seem to be either unaware of it, or unconcerned by it. This has negative implications for the future of privacy, particularly as the idea of smart home technology becomes a reality. If this is what privacy looks like now, with only one major type of smart device on the market, what will the future hold, when the smart home systems come into play. In order to examine this question, I investigated how much awareness/knowledge smartphone users of a specific demographic (millennials aged 18-25) knew about their smartphone's data and where it goes. I wanted three questions answered: - For what purposes do millennials use their smartphones? - What do they know about smartphone privacy and security? - How will this affect the future of privacy? To accomplish this, I gathered information using a distributed survey to millennials attending Arizona State University. Using statistical analysis, I exposed trends for this demographic, discovering that there isn't a lack of knowledge among millennials; most are aware that smartphone apps can collect and share data and many of the participants are not comfortable with the current state of smartphone privacy. However, more than half of the study participants indicated that they never read an app's Terms of Service. Due to the nature of the privacy vs. convenience argument, users will willingly agree to let apps take their personal in- formation, since they don't want to give up the convenience.
ContributorsJones, Scott Spenser (Author) / Atkinson, Robert (Thesis director) / Chavez-Echeagaray, Maria Elena (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12