Improving Reading Skills through Multiple Intelligences and Increased Parental Involvement.
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| Title: | Improving Reading Skills through Multiple Intelligences and Increased Parental Involvement. |
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| Language: | English |
| Authors: | Burman, Tiffany N., Evans, Deborah C. |
| Peer Reviewed: | N |
| Page Count: | 68 |
| Publication Date: | 2003 |
| Document Type: | Dissertations/Theses Reports - Research Tests/Questionnaires |
| Descriptors: | Action Research, Grade 1, Instructional Effectiveness, Multiple Intelligences, Parent Participation, Primary Education, Reading Improvement, Reading Skills, Vocabulary Development |
| Geographic Terms: | U.S.; Illinois |
| Abstract: | This report describes an action research project designed to improve reading skills of first grade students. The targeted population consisted of two elementary classrooms located in a small, rural Mid-Western town. The problem of difficulty memorizing reading vocabulary words was documented through parent and student surveys and a document analysis including classroom assessments and reading checklists. Analysis of probable cause data revealed that the majority of students exhibited non-mastery of reading vocabulary words. Library visitation and vocabulary word reading practice were areas of concern as indicated by parental surveys. Library visitation was also an area of concern as indicated by student surveys. Analysis of the literature review revealed phonics, whole language, Four-Blocks, multiple intelligences, and increased parental support as possible solutions. The researchers focused on the solutions of increasing parental support and the use of multiple intelligences in the classroom. Post intervention data showed an increase in reading skills. With the implementation of multiple intelligences and increased parental involvement, students demonstrated a substantial gain in mastery of reading vocabulary words. Appendixes contain parent and student surveys; a document analysis report sample, and multiple intelligences activities. Copyrighted selections included are: "Activities to Support the Tacit Use of the Intelligences"; "Activities to Support the Strategic Use of the Intelligences"; "Activities to Support the Aware Use of the Intelligences"; and"Activities to Support the Reflective Use of the Intelligences" (from "Seven Pathways of Learning" Tucson, Arizona: Zephyr Press, 1994). (Contains 45 references, 4 tables, and 3 figures.) (Author/RS) |
| Notes: | Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program. Appendix D contains 9 pages of copyrighted material that are not available from ERIC. |
| Journal Code: | RIEMAR2004 |
| Entry Date: | 2004 |
| Accession Number: | ED478515 |
| Database: | ERIC |
| Abstract: | This report describes an action research project designed to improve reading skills of first grade students. The targeted population consisted of two elementary classrooms located in a small, rural Mid-Western town. The problem of difficulty memorizing reading vocabulary words was documented through parent and student surveys and a document analysis including classroom assessments and reading checklists. Analysis of probable cause data revealed that the majority of students exhibited non-mastery of reading vocabulary words. Library visitation and vocabulary word reading practice were areas of concern as indicated by parental surveys. Library visitation was also an area of concern as indicated by student surveys. Analysis of the literature review revealed phonics, whole language, Four-Blocks, multiple intelligences, and increased parental support as possible solutions. The researchers focused on the solutions of increasing parental support and the use of multiple intelligences in the classroom. Post intervention data showed an increase in reading skills. With the implementation of multiple intelligences and increased parental involvement, students demonstrated a substantial gain in mastery of reading vocabulary words. Appendixes contain parent and student surveys; a document analysis report sample, and multiple intelligences activities. Copyrighted selections included are: "Activities to Support the Tacit Use of the Intelligences"; "Activities to Support the Strategic Use of the Intelligences"; "Activities to Support the Aware Use of the Intelligences"; and"Activities to Support the Reflective Use of the Intelligences" (from "Seven Pathways of Learning" Tucson, Arizona: Zephyr Press, 1994). (Contains 45 references, 4 tables, and 3 figures.) (Author/RS) |
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