Question #1 Word Count: 245 P1: The Critical lure in Experiment 1 is a word that was related to the studied words but wasn’t actually present in the original list. Studied words that were not omitted were recalled with a 75% confidence level. Unrelated lures stuck out like a sore thumb at (80%), and weakly related lures showed little significant, but critical lures were recalled with false confidence of (58%). This data demonstrates that we falsely remember things related in subject matter but fail to identify the source of these items especially when there is in-between time recall. P2: The fact that we can misjudge the source of our memories by creating what we think to be a realistic origin of memory can help explain why the critical…
1. Explain the importance of oral language. What is the role of read-alouds for ELLS in the grade level that you teach? As Appendix A describes, oral language is important since it precedes and is the foundation for written language development.…
Trung Hoang Professor Pete Nguyen Engl 101 18 September 2015 Kinesthetic: Modern learning style Throughout life, I use kinesthetic learning style to improve my education because it is one of the best effective learning styles which support me in this modern society. People need to have a good education to support them because knowledge will help them overcome any problems.…
Although there are a lot of arguments raised against the memory theory, I believe personal…
As many teachers search for new strategies and interventions to address the lack of fluency within their reading programs, Repeated Reading (RR) appears to be a topic of curiosity. RR is an evident based strategy designed to increase reading fluency and comprehension through the development of automatic word processing and contextualized linguistic effect (Winter, 2007). Similar to the text features on a cell phone, automatic word processing is the ability to detect and comprehend a word effortlessly as the viewer glares to the next set of letters. This skill is key in increasing fluency as the reader spends little time decoding the words before them.…
Review of Literature Thousands of people participate in brain taxing assessments every day. Most people rely solely on hours of studying to get an acceptable grade, but what if something as simple as chewing gum could improve memorization? Many studies over the years can show that chewing gum can affect how effective your brain is at memorizing information. Chewing gum can be known to speed up the brain by get more blood flow to the brain. The effect can cause the brain to warm up quicker and recall what it needs to remember (Abel “Does Chewing Gum Affect," n.d.).…
On Monday, during the third period, I observed a read-aloud lesson. After the teacher wrote the title of the book, she called the students over to the meeting area. Prior to the read aloud, the teacher set strict expectations for the students. For instance, the teacher advised the students that they had to remain seated “Criss-Crossed Applesauce” and raised their hands if they had a question or a comment about the reading. Otherwise, they had to sit calm and quiet.…
For strategy section IV, I selected the strategy read-aloud plus because I believed I could successfully incorporate this strategy into my lessons in order to fully benefit Sophia. I chose to implement this strategy because it would provide Sophia with the most beneficial learning experience possible. This strategy is important because it incorporates the modeling of fluent expressive reading of English text with techniques for clarifying vocabulary, while periodically checking for understanding and providing activating knowledge to help make connections between text and personally experiences. This strategy involves the teacher reading the text aloud to the student while providing periodic paraphrasing and other extensions. 3.…
Rereading is another technique that is used to reread the text while enhancing encoding information. Researchers found that rereading and then taking a test does not have any positive or negative correlation. There is no improvement when someone rereads and takes a test and there is a small amount of improvement when the test taker is warned prior to taking the test. Rereading is rated to have a low utility; there is no research that has proven to increase education levels. In some cases rereading can make the comprehension of the text less clear and memories can become more confusing while taking a…
Beers defines reading automaticity as “a reader’s ability to recognize words without conscious decoding” (205). To help improve a reader’s fluency and automaticity, Beers suggests giving students various ways of hearing the text (215). To help with David’s pace while reading beers recommends determining his silent and oral reading rate. (209). In my next meeting with David, I measure what his reading rate is and I also plan on finding a more challenging text with multi syllable words and reading it aloud to him as he follows along so he will be familiar with the pronunciation of the words.…
Which Can You Recall Better? The Effects of Concrete vs. Abstract words and Gum Chewing on Short-term Memory and Long-term Memory Many day to day tasks require us to use our memory. We either have to remember to set our alarm clocks at night or remember to turn off the stove before leaving the house. Unfortunately, some of us are even tasked with having to remember the important dates of historical events for a history exam.…
Class activity 4 was very interesting and kind of difficult. We had to hear a list of words and then try to write down the words that we just heard down. Out of all the words that were told to us I was only able to recall eight of them. While I was being told the the list of words I was very quickly repeating them trying to remember them. Mostly I was trying to remember the ones that were told to me first…
In Dr. Cook’s Materials for Teaching Reading, we learned effective ways to give a read aloud. In many of my language arts lessons, I had to read aloud a text to the student. Also, every day after lunch I would read a chapter from a Ready Freddy book to the students. We learned to introduce the book to the students and to mention the title, author, and illustrator. When I would do a read a loud in my language arts lesson I would always do this, the students were very interested to hear this about the book we were reading.…
The authors used an experiment to test this theory; they tested (2A) 67 students, excluding 2 for outside reasoning and generally split them into groups of two but sometimes alone. In an experiment (2B) allowing the students to use their natural method of note take, them distracting them interesting cover topics and memory tasks the students were supposed to be able to retain the information given to them earlier. In the groups (2B) the students picking however they wanted to take their notes to ensure comfortability for their learning process but went through 3 separate studies. I think this was a good way to test the theory because it shows that (2C) students have different ways of learning information given to…
A miscue is a place in which a reader's observed response (what the reader reads) does not match the expected response (what is printed in the text) (Goodman, Watson, & Burke, 2005). The term miscue is used instead of the term mistake because of the negative connotations associated with the words error and mistake. Thus, in order to observe in these group of students the aforementioned processes, I aim to develop what is called a Miscue Analysis and a Retrospective Miscue Analysis, in which researchers and teachers observe patterns that occur in oral reading and target appropriate strategies to the individual reader. Miscue Analysis allows researchers and teachers to identify reading strategies that the reader is using to make sense of printed text.…