Jamison Brizendine

Jamison Brizendine Action of Research Annotative Bibliography

Title: Find More Like ThisBanishing Boredom in the Middle School Math Class

Author(s): White, Jeanne

Source: National Middle School Association (NJ3), Middle Ground v10 n4 p38-39 Apr 2007. 2 pp.

Publication Date: 2007

ISSN: 1094-6675

Descriptors: Physical Environment, Interests, Mathematics Instruction, Educational Strategies, Games, Student Attitudes, Student Interests, Class Activities, Relevance (Education), Problem Solving, Teaching Methods, Elementary Education, Middle Schools

Identifiers: Chicago

Abstract: Too often, looking at middle school math classrooms through the eyes of the students reveals a monotonous routine with no clear application to life outside of school. In this article, the author suggests a few strategies for putting the life back into middle school mathematics: (1) mix it up by changing the physical environment and classwork routine and being more creative with assignments; (2) make math instruction relevant to students' lives by providing concrete examples of how concepts might applied; (3) incorporate students' interests into lessons; (4) use creative strategies to help students remember what they have learned; and (5) use games to help students have fun while they are learning.

Title: Find More Like ThisWhole Language Reading Education for Middle School Students with Learning Disabilities.

Author(s): Sargent, John A.

Source: 29 pp.

Descriptors: Classroom Environment, Constructivism (Learning), Learning Disabilities, Literature Reviews, Middle School Students, Middle Schools, Reading Ability, Reading Instruction, Reading Motivation, Student Needs, Whole Language Approach Identifiers: Reading Behavior

Abstract: Whole language reading education is a constructivist view of learning with particular emphasis on the development of literacy. Constructivism asserts that human beings develop concepts through their own intellectual interactions and actions with the world. In whole language reading classrooms acceptance of learners means that the whole language reading teachers develop the classroom environment and the curriculum for and with the students, to meet their needs and excite them in learning about what interests them, as well as covering curriculum guidelines. The instruction received by students with learning disabilities (LD) often takes place in the resource room. Little attention is paid to the individual needs of the students with learning disabilities despite the legal requirement to do so. This paper, a literature review, addresses two areas pertaining to the development of reading ability. First, the paper investigates the development of reading ability in whole language classrooms. Then, it explores the development of reading ability in students with learning disabilities, including motivating an LD middle school student to read. It also discusses middle school student needs and preferences in reading. Contains 48 references. (NKA)

Notes: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (29th, Chattanooga, TN, November 6-8, 2002).

Title: Find More Like ThisA Qualitative Study of the Perceptions of Six Preservice Teachers: Implementing Oral and Written Retelling Strategies in Teaching Reading to Students with Learning Disabilities.

Author(s): Gudwin, Denise M.

Source: 38 pp.

Descriptors: Case Method (Teaching Technique), Elementary Secondary Education, Focus Groups, Inclusive Schools, Instructional Effectiveness, Learning Disabilities, Preservice Teachers, Qualitative Research, Reading Difficulties, Reading Improvement, Reading Instruction, Student Teachers, Teacher Attitudes, Vocabulary Development, Writing Improvement

Identifiers: Retelling

Abstract: This paper discusses a case study that explored how six preservice teachers perceived their experiences in using an oral and written retelling strategy in teaching reading to students with learning disabilities. A qualitative research design was used in the form of a descriptive case study approach. The 6 subjects were undergraduate female students (ages 21-28), who were completing their student teaching semester in four elementary schools, one middle school, and one senior high school. Five of the subjects were placed in a varying exceptionality setting and one in an inclusion setting. Data included written surveys, weekly audiotaped and transcribed focus group sessions, written samples of retells, analysis of scores, checklists, surveys, and rubrics, as well as observation/debriefing. Findings from the study indicate the six preservice teachers engaged in retelling activities during their student teaching semester, finding it a positive and productive strategy to increase reading skills, writing proficiency, vocabulary experiences, and oral language; encourage risk-taking and positive social interactions; and increase self-esteem. The sharing of student teaching experiences and perceptions in weekly sessions, coupled with an observation and debriefing, also enabled the preservice teachers to experience a positive growth of confidence and competency. (Contains 46 references.) (CR)

Notes: Paper presented at the Annual Meeting of the Eastern Educational Research Association (Sarasota, FL, February 27-March 2, 2002).

Title: Find More Like ThisNot All Students Learn To Read by Third Grade: Middle School Students Speak Out about Their Reading Disabilities.

Author(s): McCray, Andrey D.; Vaughn, Sharon; Neal, La Vonne I.

Source: Journal of Special Education, v35 n1 p17-30 Spr 2001.

ISSN: 0022-4669

Descriptors: Instructional Effectiveness, Interviews, Learning Disabilities, Middle Schools, Reading Difficulties, Reading Instruction, Secondary Education, Self Evaluation (Individuals), Student Attitudes

Abstract: Twenty middle school students with reading-related learning disabilities were interviewed concerning: (1) their reading ability, (2) procedures used to assist with reading instruction and the extent to which these were perceived as useful, (3) purposes for involvement in explicit reading instruction, and (4) reading instruction that might improve their reading ability. (Contains references.) (Author/DB)

Title: Find More Like ThisTeaching Algebra to Students with Learning Difficulties: An Investigation of an Explicit Instruction Model.

Author(s): Witzel, Bradley S.; Mercer, Cecil D.; Miller, M. David

Source: Learning Disabilities: Research & Practice, v18 n2 p121-31 May 2003.

ISSN: 0938-8982

Descriptors: Algebra, Instructional Effectiveness, Learning Disabilities, Maintenance, Manipulative Materials, Mathematics Instruction, Middle Schools, Teaching Methods

Abstract: Sixth- and seventh-grade students (n=68) with learning disabilities in mathematics received either concrete-to-representational-to- abstract (CRA) or traditional instruction in algebraic transformation equations. Students receiving the CRA instruction outperformed peers receiving traditional instruction on both post-instruction and follow-up tests and performed fewer procedural errors when solving for variables. (Contains references.) (Author/DB)

Title: Find More Like ThisBalanced, Strategic Reading Instruction for Upper-Elementary and Middle School Students with Reading Disabilities: A Comparative Study of Two Approaches

Author(s): Manset-Williamson, Genevieve; Nelson, Jason M.

Source: Learning Disability Quarterly, v28 n1 p59 Win 2005. 16 pp. (Peer Reviewed Journal)

ISSN: 0731-9487

Descriptors: Phonemic Awareness, Middle School Students, Teaching Methods, Language Processing, Reading Comprehension, Reading Fluency, Decoding (Reading), Reading Difficulties, Elementary School Students, Reading Strategies, Program Effectiveness, Elementary Education, Middle Schools

Abstract: This study compared the use of two supplemental balanced and strategic reading interventions that targeted the decoding, fluency, and reading comprehension of upper-elementary and middle school students with reading disabilities (RD). All students had significant delays in decoding, fluency, comprehension, and language processing. Two comparable, intensive tutorial treatments differed only in the degree of explicitness of the comprehension strategy instruction. Overall, there was meaningful progress in students' reading decoding, fluency, and comprehension. Gains in formal measures of word attack and reading fluency after five weeks of intervention translated into grade-equivalent gains of approximately half a school year. Analysis of the trends in the daily informal fluency probes translated into a weekly gain of 1.28 correct words per minute. The more explicit comprehension strategy instruction was more effective than the less explicit treatment. Findings are discussed in light of the question of how to maximize the effects of reading interventions for older children with RD.

: Find More Like ThisMiddle School Mathematics Teachers' Beliefs about Inclusion of Students with Learning Disabilities

Author(s): DeSimone, Janet R.; Parmar, Rene S.

Source: Learning Disabilities Research & Practice, v21 n2 p98 May 2006. 0 pp. (Peer Reviewed Journal) ISSN: 0938-8982

Descriptors: Mathematics Teachers, Teacher Attitudes, Inclusive Schools, Learning Disabilities, Teaching Methods, Teacher Surveys, Teacher Education Programs, Teacher Collaboration, Middle Schools, Mathematics Instruction, Teacher Competencies, Middle Schools

Abstract: The purpose of this descriptive study was to investigate middle school general education mathematics teachers' beliefs and self-perceived knowledge regarding teaching students with learning disabilities (LD) in inclusive classrooms. Teacher beliefs regarding administrative support and higher education teacher preparation were also examined. The "Survey on Teaching Mathematics to Students With Learning Disabilities in Middle School" was completed by 228 sixth-, seventh-, and eighth-grade general education mathematics inclusion teachers from 19 states. In addition, telephone interviews were conducted with a subset of 26 survey respondents. Frequency analyses were performed on the survey data, with x[squared] tests comparing teachers on demographic variables. Follow-up interview responses were summarized to elaborate on the major research questions. The findings revealed three central issues: (1) teachers had a limited understanding of the mathematics learning needs of students with LD, (2) teacher collaboration was judged to be the most beneficial and available resource by general educators teaching students with LD in inclusive mathematics classrooms, and (3) teachers did not feel that teacher education programs at the preservice level and professional development at the inservice level were adequate in preparing them for teaching students with LD in inclusive mathematics classrooms. Implications and recommendations for teacher preparation and program implementation are provided.