Using Choral Reading and Cooperative Groups to Promote

Language Learning for ELL Students

Using Choral Reading and Cooperative Groups to Promote

Language Learning for ELL Students

Ed. 703.22Seminar in Applied Theory

and Research II Susan Chan

Ed. 703.22Seminar in Applied Theory

and Research II Susan Chan

Research DesignResearch Design Quasi-experimental: (X2) - no control group

One designated treatment group:

- Participants are not randomly assigned.

• One group pretest-posttest design: (OXO)

- Single group is pre-tested using a WRAP running record (O). - Single group is exposed to a treatment (X). (choral reading) - Single group is post-tested using a WRAP running record

(O).

Quasi-experimental: (X2) - no control group

One designated treatment group:

- Participants are not randomly assigned.

• One group pretest-posttest design: (OXO)

- Single group is pre-tested using a WRAP running record (O). - Single group is exposed to a treatment (X). (choral reading) - Single group is post-tested using a WRAP running record

(O).

Threats to Internal ValidityThreats to Internal Validity

1) History

2) Maturation

3) Testing/Pretest Sensitization

4) Instrumentation

5) Mortality

6) Statistical Regression

7) Selection-Maturation Interaction

1) History

2) Maturation

3) Testing/Pretest Sensitization

4) Instrumentation

5) Mortality

6) Statistical Regression

7) Selection-Maturation Interaction

Threats to External ValidityThreats to External Validity

1) Pretest-Treatment

2) Selection-Treatment Interaction

3) Treatment Diffusion

4) Experimenter Effects

5) Reactive Arrangement/Participants Effects (novelty)

1) Pretest-Treatment

2) Selection-Treatment Interaction

3) Treatment Diffusion

4) Experimenter Effects

5) Reactive Arrangement/Participants Effects (novelty)

Assessment on Word FamiliesAssessment on Word Families

020406080

100

Test Scores

1 2 3 4 5 6

Student

Pre-test and Post-test

Pre-test

Post-test020406080

100

Test Scores

1 2 3 4 5 6

Student

Pre-test and Post-test

Pre-test

Post-test

Data: Pre-test and Post-test Chart

Data: Pre-test and Post-test Chart

Assessment on Word Families Assessment on Word Families Student Pre-test Post-test

1 45% 60%

2 65% 75%

3 30% 50%

4 70% 85%

5 55% 75%

6 35% 60%

Parental Involvement and Student Achievement

Parental Involvement and Student Achievement

Rating Scale (x-axis)

(1): Never (2): Once a month(3): Once a week(4): 2 or 3 times a week(5): Daily

Correlation: + 0.99 rxy

Positive r: X Y

Rating Scale (x-axis)

(1): Never (2): Once a month(3): Once a week(4): 2 or 3 times a week(5): Daily

Correlation: + 0.99 rxy

Positive r: X Y

Correlation Between Student

Achievement and Parent Reading to

Child

0%10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

0 2 4 6

Frequency of Parental Involvement

Student Scores

Series1

Linear (Series1)

Survey: Parental InvolvementSurvey: Parental InvolvementParent Involvement Information Form All information you provide will remain completely confidential. Directions: Please indicate how often you or your child do the following activities. (Use the key below to show how often you do each activity and place your response (choosing the appropriate number) on the space provided to the right. Key to Rating Scale (on average): (1): Never (2): Once a month (3): Once a week (4): 2 or 3 times a week (5): Daily 1. Read to child.

Survey Results - ChartSurvey Results - Chart

Parent Response: (x)

(1): Never(2): Once a month(3): Once a week(4): 2 or 3 times a week(5): Daily

Student Scores

Post-test: (y)

Parent Response: (x)

(1): Never(2): Once a month(3): Once a week(4): 2 or 3 times a week(5): Daily

Student Scores

Post-test: (y)

Child x-axis y-axis

1 5 90%

2 4 80%

3 2 55%

4 3 70%

5 1 40%

6 4 85%

CorrelationCorrelation

Evaluating the correlation between frequency of parent reading to child and reading level, the results show an excellent and positive correlation coefficient, rxy = 0.99.

This indicates that the frequency of a parent reading to a child has an effect on reading levels.

Evaluating the correlation between frequency of parent reading to child and reading level, the results show an excellent and positive correlation coefficient, rxy = 0.99.

This indicates that the frequency of a parent reading to a child has an effect on reading levels.

ReferencesReferences

O’Oconner-Petruso, S.,(2008) Stat.scales.analyses.threats.design.ppt.

O’Oconner-Petruso, S.,(2008) Stat.scales.analyses.threats.design.ppt.