565studysummaries

Summarizing Research Findings from a Particular Study
This is a page for practicing how to summarize the RESULTS of an article (not the authors interpretations in the discussion) in 1-2 short sentences.

A sentence frame to help summarize the results of an experimental or quasi-experimental study might be:
 * Specific intervention > Results of specific analyses (increases or decreases or is related to) > for which population > compared to > certain conditions and constraints**

You can also collaboratively practice your summarizing skills in the [|Google Docs space]. You need to have accepted an invitation to post at this space first.

Week 4: Here are three models:


 * Scarborough (2001):** This position paper had two parts. First, it summarized findings from a meta-analysis (1998) of 61 samples to suggest kindergartner's early literacy skills in two clusters (print processing and oral language) significantly predicted later reading scores, while skills in a third cluster (non-verbal tasks) provided little predictive information. Summaries of more recent literature supported these findings in a series of longitudinal studies. The authors also suggested we can more accurately predict and diagnose early signs of reading disability if we move from a single deficit to multiple deficit model of reading disability that (a) recognizes different symptoms & causes at different stages and (b) understands the nonlinear patterns of literacy skill development.


 * Miller et al (2006):** This quasi-experimental study used ANOVA and multiple regression analyses to demonstrate that Spanish and English oral language skills interdependently contributed to reading within and across languages for 1530 K-3 bilingual children in transitional bilingual classes. These interdependent skills were more significantly correlated with passage comprehension, and less significantly correlated with isolated word reading fluency.


 * Dickinson & Snow (1987):** For 33 middle to low SES kindergartners in high quality reading programs, a series of correlational analysis suggested a set of pre-reading skills were highly intercorrelated and related to students' ability to provide decontextualized definitions for words in isolation, but these pre-reading skills had a low or negative correlation with other oral language components. In addition, gender had no effect, but social class did, as middle class students had much higher pre-reading skills scores than lower SES students, even after participating in the same high quality kindergarten programs.

Provide a brief (1-2 sentence) summary of the article you read. Include your name at the beginning of your entry. Next week during class we will share the summaries with the rest of the class. To insert your summary, click the "edit page" tab at the top of the wikipage, scroll down to type where you would like to insert your words, then click "Save" on the editing toolbar towards the top of the page. For the choice articles, since most are not "studies" per se, you can summarize an interesting idea you read (if someone else already summed it up well enough in their own post).
 * Week 6: Engagement**
 * SENTENCE FRAME: Specific intervention > Results of specific analyses (increases or decreases, or predicts, or is related to) > for which population > compared to > certain conditions or constraints**


 * Guthrie et al (2006)**:
 * //Hands on activities (stimulating tasks) to arouse interest was studied through two intervention groups, one who received a high number of stimulating tasks and one who received a low number of stimulating tasks) and they found that the number of hands-on activities increased motivation for reading which in turn had a positive effect on reading comprehension. (Jen Moretti)//
 * The researchers found that offering a high number of stimulating tasks increased student motivation which in turn had a positive effect on reading comprehension as measured by the Gates McGinitie. (Tonia)
 * Stimulating tasks increased student motivation for students who received a high number of stimulating tasks compared to students who received fewer number of stimulating tasks in their classroom which in turn had positive effect on reading comprehension. (Jackie)
 * In a study done on 98 third graders, researchers found that students who were provided with a high number of stimulating tasks had higher reading comprehension (measured by Gates-MacGintie Reading Comprehension Test) and reading motivation (measured by the Motivation Reading Questionnaire) as compared to students who were provided with a low number of stimulating tasks. The same study showed that reading motivation predicts reading comprehension. (Julie S.)
 * After completing a study on 98 third grade students in four Title I classes, researchers found that students who experience a higher number of stimulating tasks (i.e. hands-on activities) are more motivated to learn, and ultimately score higher in reading comprehension as measured by the Gates-McGinitie test. (Cass)
 * The findings show a high number of stimulating tasks related to reading increased student motivation in third graders, compared to third graders who were provided with a low number of stimulating tasks. Therefore, an increase motivation for reading is associated with reading comprehension on the Gates-McGinite test. (LeeAnn H.)


 * CHOICE: Blanton, Wood,** & **Taylor (2007) ;**
 * The authors found that we are not meeting the literacy demands of middle school students. They suggest instructional methods such as reciprocal teaching, think alouds and other social interaction methods called basic literacy activities to address the problem.


 * CHOICE: Brozo, Sheil, & Topping (2008)**:
 * type here


 * CHOICE: Duke & Purcell-Gates (2003)**:
 * Children from two socioeconomic status backgrounds encounter different texts and different genres at home and school. The author suggests how to link these literacy experiences to enhance the child's development. (LeeAnn H.)


 * CHOICE: Young & Brozo (2001)**
 * There is a gap in literacy achievement among school-aged girls and boys around the world. In school, boys achieve lower grades in literacy areas than girls. In an effort to close this gap, children should be provided with both nonstereotypical and stereotypical texts with which they can use to become critically literate students/citizens.( Julie S.- not sure if that makes sense : / )

Type your purpose statements for the Proctor, Dalton, and Grisham (2007) study here (and put your name after it in parenthesis)
 * Week 10: Cultural and linguistic differences and reading**