2description Of The Studystudents Nameinstitutioncourseinstructordate ✓ Solved

2 Description of the Study Student’s Name Institution Course Instructor Date Description of the Study The proposed study seeks to establish whether scaffolding can improve reading among grade 2 early childhood learners with low reading achievement. The measurable independent variable of the study is scaffolding which is the intervention. The variable is measured in terms of reading milestones that children are supposed to achieve by the time they attain the grade. The measurable dependent variable in the study is the reading achievement which can either be high or low. Low reading achievement among grade 2 early childhood learners calls for an intervention through scaffolding.

The value of a dependent variable in a study is subject to the changes in the independent variable (Kratochwill, 2015). Description of Single Case Design Single case design utilizes visual analysis for the purpose of systematic comparison of the behavior of the research participants prior to an intervention and after an intervention. Behavior change that is evident after the application of an intervention is a clear indication that an intervention is effective. Single case design is used for an individual, group, groups, or community of participants (Kratochwill, 2015). A single participant can be recruited, and an intervention is applied in the case problem of the selected participant (Kratochwill, 2015).

In this particular study, a group of children with reading difficulties in grade 2 will be selected to participate in the research process. The procedures for the study will involve identifying the problem that needs the intervention. In this case, the problem is low reading achievement among a group of grade 2 students. Children in second grade should attain a number of reading milestones that include ability to apply contexts and pictures when figuring unfamiliar words, apply common punctuation and capitalization when writing, identify and read familiar words, use drawings to show story comprehension, and ability to correct themselves when they make mistakes during reading (Guernsey & Levine, 2015).

After identifying what the learners are expected to achieve, their performance in these milestones will be assessed to determine whether they have low or high achievements. The next procedure will entail designing a scaffolding intervention that will help in enhancing the achievement of each of the milestones. The process will be repeated for each of the five learners for a period of 6 weeks. The interventionist will record the performance of each learner based on how they respond with the application of the intervention. The recorded data will be analyzed, and the results of the study will be considered for generalizability and application in similar cases.

To ensure internal validity in a single case design it is important to ensure that the intervention applied, and the dependent variable all change together. For instance, in this case, it will be important to determine that any change in a scaffolding approach brings a corresponding change in the learners’ reading achievements. Another way of ensuring internal validity in this type of study is by selecting participants who match the problem to be studied. For instance, in this study, the five selected learners will be properly assessed to make sure that they have the problem of low reading achievement that are consistent with listed milestones. The current study meets the criteria for research because the research problem has been clearly defined.

The study embraces the fact low reading achievement in grade 2 learners is a problem that needs an intervention through scaffolding. The study has well outlined procedures for the research which can be replicated in a similar study. The procedure has been carefully planned to produce objective results. These are the considerations that make the study meet the criteria for research. References Guernsey, L., & Levine, M.

H. (2015). Tap, click, read: Growing readers in a world of screens . John Wiley & Sons. Kratochwill, T. R. (2015).

Single-case research design and analysis: An overview. single-case Research Design and Analysis (psychology Revivals) , 1-14. Identification and Description of Superstition: The superstition that I will identify is throwing salt over the shoulder. According to superstition spilling salt is considered bad luck and throwing a pinch over the shoulder reverses that bad luck. Typically throwing salt over the left shoulder. There is no clear indication of when this tradition began but there is indication that it dates back to the biblical times.

Christians believe that the devil hangs over your left shoulder waiting to give you bad advice to do evil. They reference this logic to the Last Supper where Judas Iscariot knocked the salt onto the table with his elbow. Because Judas betrayed Jesus Christ in the Bible, people began associating salt with lies and disloyalty. Some say it also refers to Lott’s wife who looked back yearningly on Sodom when being led to a moral place and was turned into a pillar of salt by the wrathful God. Throwing salt over the left shoulder blinds the devil, who was waiting there to force you into acts of bad behavior as well.

We see many representations of this in cartoons, tv shows, and commercials. You see the evil subconscious on the left shoulder and the good subconscious on the right shoulder telling the person to side with them. The value of salt in ancient times was expensive that in some civilizations it was currency. Spilling salt was equivalent to throwing away money and only the devil would cause someone to throw away money. Throwing a pinch of salt over the shoulder would blind the devil and make him think twice about trying to trick you again.

The question remains is there evidence that spilling salt was a sacrilegious offense. REFERENCE: Debra Ronca "Why Is Throwing Salt Over Your Shoulder Good Luck?" 6 August 2015. HowStuffWorks.com. image1.png image2.png image3.png TOPIC 1: Superstition 1. Choose a superstition. 2.

State the superstition you are testing. 3. Write your hypothesis about the superstition in a testable form. For example, if I was testing whether people with short hair are taller than people with long hair, I might write, “If a person has short hair, she will be taller than a person with long hair.†4. Define your dependent variable and describe how you plan to measure it.

5. Define your independent variable and how you plan to manipulate it. 6. Identify your sample participants and describe how you plan to assign them to the experimental and control conditions. 7.

Describe how you would conduct this experiment. Include operational definitions, number of participants, where the experiment would take place, and how you can be confident that the results are due to your manipulation of the independent variable. 8. Make sure to support your presentation with key references related to the module. Successful completion of this activity involves the creation of a multimedia presentation (including voiceover audio or video) to demonstrate your ability to design an experiment. First, choose a superstition. Now, outline your experiment.

You will NOT have to actually perform the experiment; you are just creating the structure of the experiment you would perform to test whether your superstition is “true.†· Add at least 1 slide Reference: 2 Research Question Student’s Name Institution Course Instructor Date Research Question Research Question: Can scaffolding improve reading among grade 2 early childhood learners with low reading achievement? The above research question can be studied using a single case design research because it targets a specific population. Single case design takes an evaluative approach to determine the success of a treatment or an intervention on a selected group, individuals or community so as to give evidence about the effectiveness of an intervention in general by using a sample size that is small and manageable (Kratochwill, 2015).

In the above research question, the selected intervention is scaffolding which refers to the support provided to a child with reading and literacy problems and reduced as the child achieves the ability to independently execute the desired behavior. Scaffolding is rooted on the notion that regular interaction between a child and an adult or a teacher with emphasis on the achievement of desired behavior leads to improved performance in the behavior (Salem, 2017). From the proposed research question the independent variable is the grade of the children. In this proposal, the study will focus on grade 2 children because they are expected to achieve certain reading milestones by the time, they enter the grade level.

Independent variable for this proposal can therefore be defined as follows: A child in grade 2 should have a high reading achievement that is equivalent to the reading milestones of learners in the same grade. The dependent variable in this proposal is the reading achievement which can either be measured as high or low depending on the problem experienced by a learner thus calling for the need of an intervention which is scaffolding. Internal validity of the study will be improved by thoroughly identifying and selecting grade 2 learners with genuine reading problems. Additionally, the sample size will be reduced to enhance accuracy in data collection and analysis. References Kratochwill, T.

R. (2015). Single-case research design and analysis: An overview. single-case Research Design and Analysis (psychology Revivals) , 1-14. Salem, A. A. M.

S. (2017). Scaffolding Reading Comprehension Skills. English Language Teaching , 10 (1), 97-111.

Paper for above instructions

Description of the Study

Student’s Name: [Your Name]
Institution: [Your Institution]
Course: [Your Course]
Instructor: [Your Instructor’s Name]
Date: [Today's Date]
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Introduction

The proposed study aims to investigate whether scaffolding in reading instruction can significantly improve reading abilities among second-grade learners who struggle with low reading achievement. Scaffolding, an instructional strategy that involves providing tailored support to learners, can facilitate the developmental trajectory toward literacy by helping children achieve specified reading milestones (Salem, 2017). The study will employ a single-case design methodology, which emphasizes observable changes in behavior following the application of an intervention.

Research Question

Research Question: Can scaffolding improve reading among grade 2 early childhood learners with low reading achievement?
The above research question is posed to ascertain the effectiveness of scaffolding in addressing the low reading achievements typical among second-grade learners. The overarching goal of the research is to evaluate the relationship between the scaffolding intervention (independent variable) and the reading success (dependent variable) of the participants.

Methodology

Definition of Variables

- Independent Variable: Scaffolding in reading instruction, defined as the targeted instructional support provided to enhance reading skills.
- Dependent Variable: Reading achievement, as measured by the performance of students against predetermined reading milestones expected of second-grade learners.

Participants

The participants selected for the study will comprise five second-grade learners demonstrating difficulties in reading. Criteria for selection include formal assessments indicating low reading achievement aligned with grade-level expectations (Guernsey & Levine, 2015). The selection process will ensure homogeneity in the baseline reading abilities of the learners to enhance the internal validity of the intervention's effects.

Experimental Design

A single-case design will be adopted, which involves collecting data on each participant before and after the implementation of the scaffolding intervention (Kratochwill, 2015). This approach allows for a detailed analysis of performance variability over time, facilitating direct observation of individual progress in reading.

Research Procedures

1. Pre-Assessment: Standardized assessments will be administered to measure the current reading levels of all participants. This assessment will establish a baseline for each learner’s reading achievement concerning the identified milestones (Guernsey & Levine, 2015).
2. Implementation of Scaffolding Intervention: The scaffolding intervention will be tailored to each learner’s specific needs, incorporating strategies such as guided reading sessions, collaborative reading practices, and the use of visual aids to enhance comprehension and retention (Salem, 2017).
3. Duration: The intervention will be conducted over a six-week period, consisting of three 30-minute sessions per week. Each session will focus on specific reading skills, gradually increasing independence as learners progress.
4. Post-Assessment: After the implementation of the scaffolding strategies, the same standardized assessments will be administered to evaluate any changes in reading achievement levels.

Data Analysis

The collected data will be analyzed qualitatively and quantitatively. Visual analysis will be employed to observe patterns or changes in each learner’s reading performance before and after the intervention, allowing for a clear interpretation of the scaffolding’s effectiveness (Kratochwill, 2015). Each learner's progress will be tracked through documented observational notes and standardized test scores, supplemented by anecdotal evidence from classroom interactions.

Internal Validity Measures

To enhance the internal validity of this study, the following strategies will be adopted:
- Participant Selection: Ensuring participants are accurately identified based on consistent reading deficiencies that mirror the targeted milestones.
- Clear Operational Definitions: Providing clear demographics, needs, and baseline data for each of the study participants will strengthen the evidence for the impact of the scaffolding methods applied.
- Consistency of Intervention: Maintaining a consistent approach in the delivery of the scaffolding strategies will help ascertain that any observed changes in reading achievement reliably result from the intervention itself (Kratochwill, 2015).

Hypotheses

The hypothesis for this study is framed as follows:
- Hypothesis: If scaffolding interventions are implemented with grade 2 students demonstrating low reading achievement, then these students will show significant improvements in their reading skills as measured by their attainment of the specified reading milestones.

Conclusion

The rationale for this study is grounded in the observed need for effective interventions for students struggling with reading achievement in primary education. By focusing on a systematic approach to the application of scaffolding as an intervention, the study seeks to contribute to the growing body of evidence supporting differentiated instruction strategies in early education. The expected outcome is a clear demonstration of the efficacy of scaffolding, fostering enhanced literacy among young learners.

References

1. Guernsey, L., & Levine, M. H. (2015). Tap, Click, Read: Growing Readers in a World of Screens. John Wiley & Sons.
2. Kratochwill, T. R. (2015). Single-case research design and analysis: An overview. Single-case Research Design and Analysis (Psychology Revivals), 1-14.
3. Salem, A. A. M. S. (2017). Scaffolding reading comprehension skills. English Language Teaching, 10(1), 97-111.
4. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.
5. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
6. Donovan, M. S., & Bransford, J. D. (Eds.). (2005). How Students Learn: History, Mathematics, and Science in the Classroom. National Academies Press.
7. Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? A theoretical analysis and meta-analysis. Psychological Bulletin, 137(2), 126.
8. Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645.
9. Baker, L. (2006). Engaging students in reading. The Reading Teacher, 59(2), 148-158.
10. National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read. National Institute of Child Health and Human Development.
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The aforementioned study design outlines a clear, structured approach to investigating the potential effects of scaffolding on reading achievement among struggling learners. Through this research, practical strategies for supporting reading development can be optimized and further investigated in future educational frameworks.