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- Creators: Walter Cronkite School of Journalism and Mass Communication
- Creators: Geske, Tara Briana
- Creators: Laing, Alexander
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
Description
The Accelerated Reader Program has been a widely used reading program in elementary schools in the United States. However, even with its popularity, there have been controversies on if and how it should be used in the classroom. Arguments in support say the program gets children to read and that it is a helpful tool for teachers to keep track of each students reading abilities. Arguments against suggest that book choice is decreased, book levels are askew, the quizzes do not promote higher level thinking, and the use of incentives may send the wrong signals to students. Schools have started to abandon the program in the recent years, but maybe it will come back bigger and stronger. In the meantime, schools need to make sure that enriching books fill the schools and classrooms to promote reading for their students.
ContributorsGeske, Tara Briana (Author) / Serafini, Frank (Thesis director) / Esch, Mark (Committee member) / Barrett, The Honors College (Contributor)
Created2013-12
Description
This study looked at college-age students' ability to comprehend and retain information learned from news articles depending on what platform they read from. Fifteen participants read three local New York Times articles on each of the platforms provided: iPad, laptop, and paper. They took one test immediately after to test comprehension and another two weeks later to test their retention. Participants were also asked if they found the articles interesting, enjoyable, clear, etc. Results showed that participants' views on each format had little, if any, affect on their number of correct responses. The most consistent results on the participants' perceptions of the formats came from the laptop and paper, whereas the iPad received a bimodal pattern of responses. Participants were also asked to share their news habits while taking the test by selecting how frequently they gain news from various sources such as social media or television. These habits also seemed to have very little effect on their scores.
ContributorsKillin, Jamie Faye (Author) / Gilpin, Dawn (Thesis director) / Russomanno, Joseph (Committee member) / Dodge, Nancie (Committee member) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Art (Contributor)
Created2014-05
Description
This study looked at college-age students' ability to comprehend and retain information learned from news articles depending on what platform they read from. Fifteen participants read three local New York Times articles on each of the platforms provided: iPad, laptop, and paper. They took one test immediately after to test comprehension and another two weeks later to test their retention. Participants were also asked if they found the articles interesting, enjoyable, clear, etc. Results showed that participants' views on each format had little, if any, affect on their number of correct responses. The most consistent results on the participants' perceptions of the formats came from the laptop and paper, whereas the iPad received a bimodal pattern of responses. Participants were also asked to share their news habits while taking the test by selecting how frequently they gain news from various sources such as social media or television. These habits also seemed to have very little effect on their scores.
ContributorsKillin, Jamie Faye (Author) / Gilpin, Dawn (Thesis director) / Russomanno, Joseph (Committee member) / Dodge, Nancie (Committee member) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of Art (Contributor)
Created2014-05
Description
The idea that everything occurs linearly, over the course of time, is evident in the way we construct our sentences and track our understanding of our own lives. It is within this understanding we perform, compose, and listen to music. Since language occurs over time, there is the understanding that words and ideas are uttered like marks on a continuous line, some closer together, others with large gaps in-between. It has been the work of linguists and philosophers to understand the patterns, or the rhythm, of speech and language in this way, and while there is no definitive or consistent model for how language is rhythmically produced in any language, it has been determined that rhythm is considered and perceived when language is spoken or heard. It is this perception of rhythm in speech that defines how language comprehension is acquired before phonetic skills. This paper will explore the effects of rhythm in language during infant's prelexical period, the correlations of rhythm and developing reading skills, and finally, explore how the intervals between vocalic utterances become normalized and consistent in poetic readings.
ContributorsZillich, Nicolette Isabel (Author) / Mantie, Roger (Thesis director) / Laing, Alexander (Committee member) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05