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- Creators: Blanchard, Jay
- Creators: Barrett, The Honors College
Description
ABSTRACT Epilepsy is a neurological condition that sometimes pervades all domains of an affected child's life. At school, three specific threats to the wellbeing of children with epilepsy exist: (1) seizure-related injuries, (2) academic problems, and (3) stigmatization. Unfortunately, educators frequently fail to take into account educationally-relevant epilepsy information when making important decisions. One possible explanation for this is that parents are not sharing such information with teachers. This study surveyed 16 parents of children with epilepsy in order to determine the rate at which they disclosed the epilepsy diagnoses to their children's teachers, as well as the difficulty with which they made the decision to disclose or withhold such information. In addition, the relationships between such disclosure and parent-participants' perceptions of the risks of epilepsy-related injuries, academic struggles, and stigmatization at school were examined. Results indicate that all participants disclosed their children's epilepsy diagnoses to their children's teachers, and most (69%) reported that making this decision was "very easy." There were no statistically significant associations between disclosure and any of three parental perception variables (perceptions of the threats of injury, academic problems, and stigmatization at school). Limitations, implications, and directions for future research are discussed.
ContributorsBush, Vanessa (Author) / Wodrich, David L (Committee member) / Blanchard, Jay (Committee member) / Gorin, Joanna (Committee member) / Arizona State University (Publisher)
Created2011
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
This study investigated the effects of different types of play-embedded instruction on preschoolers' vocabulary learning during a vocabulary intervention known as Say-Tell-Do-Play (STDP). The goal of this study was to determine whether or not two types of play - Story Drama and a Vocabulary Matching Game - enhanced the effectiveness of the STDP strategy. To investigate this goal, the researcher implemented the STDP instructional routine for 17 children with three different picture books and their corresponding play activities and a control condition (Drawing) in a counterbalanced order. Descriptive statistics were utilized to understand the effects of these different play activities on the children's receptive and expressive vocabulary learning. Findings showed that the STDP vocabulary instructional strategy had a much larger impact on children's receptive vocabulary than on expressive vocabulary learning. The play activities did not seem to make much difference in the learning of receptive and expressive vocabulary. The results indicated that the STDP strategy is an effective way to teach receptive vocabulary. There was a lack of evidence that the different types of play significantly affected children's vocabulary learning.
ContributorsSong, Mi-Jung (Author) / Christie, James (Thesis advisor) / Enz, Billie (Committee member) / Blanchard, Jay (Committee member) / Arizona State University (Publisher)
Created2012
Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The purpose of the present study was to determine if vocabulary knowledge is related to degree of hearing loss. A 50-question multiple-choice vocabulary test comprised of old and new words was administered to 43 adults with hearing loss (19 to 92 years old) and 51 adults with normal hearing (20 to 40 years old). Degree of hearing loss ranged from mild to moderately-severe as determined by bilateral pure-tone thresholds. Education levels ranged from some high school to graduate degrees. It was predicted that knowledge of new words would decrease with increasing hearing loss, whereas knowledge of old words would be unaffected. The Test of Contemporary Vocabulary (TCV) was developed for this study and contained words with old and new definitions. The vocabulary scores were subjected to repeated-measures ANOVA with definition type (old and new) as the within-subjects factor. Hearing level and education were between-subjects factors, while age was entered as a covariate. The results revealed no main effect of age or education level, while a significant main effect of hearing level was observed. Specifically, performance for new words decreased significantly as degree of hearing loss increased. A similar effect was not observed for old words. These results indicate that knowledge of new definitions is inversely related to degree of hearing loss.
ContributorsMarzan, Nicole Ann (Author) / Pittman, Andrea (Thesis director) / Azuma, Tamiko (Committee member) / Wexler, Kathryn (Committee member) / Department of Speech and Hearing Science (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05