A Study of Remediation of Language Arts Objectives Using an Experimental Curriculum
The purpose of this study was to determine if students who participated in language arts remediation which was infused with critical thinking activities and metacognition would make greater gains in skills and achievement than those students who were remediated with a regular language arts curriculu...
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University of North Texas
1989
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ndltd-unt.edu-info-ark-67531-metadc3323832017-03-17T08:40:47Z A Study of Remediation of Language Arts Objectives Using an Experimental Curriculum Long, Lucy Banks, 1938- language arts remediation critical thinking at-risk students metacognition Language arts -- Remedial teaching. Critical thinking. Metacognition. The purpose of this study was to determine if students who participated in language arts remediation which was infused with critical thinking activities and metacognition would make greater gains in skills and achievement than those students who were remediated with a regular language arts curriculum. The population for this study was a group of at risk students who were fourteen to sixteen years old and who were participants in the 1987 summer Youth Opportunities Unlimited project at the University of North Texas. Their progress was measured with California Achievement Test and Iowa Test of Basic Skills pretests and posttests. The organization of the study includes a statement of the problem, a review of the literature, the methods and procedures used to collect the data, the analysis of data, and a summary of the findings, conclusions, educational implications, and recommendations tor additional research. Data from the eight hypotheses were treated with an analysis of covariance. The analysis of data revealed the following: 1. The infusion of critical thinking activities and metacognition did not improve students' skills or achievement in the following areas: spelling, capitalization, and punctuation. 2. The infusion of critical thinking activities and metacognition did not improve students' skills in usage and expression as tested with items focusing on subject/verb agreement, verb tense, pronoun case, and pronoun degree. 3. The critical thinking activities and metacognition made a significant difference in students' achievement in language expression. The education implications are that lessons designed with mechanics objectives such as capitalization and punctuation should include independent practice. However, lessons designed with objectives focusing on usage, subject/verb agreement, double negatives, verb tense, and pronoun case and degree should include critical thinking activities and metacognition. University of North Texas Black, Watt L. Anderson, Gary Weldon Hardy, Clifford A. Kamman, William 1989-05 Thesis or Dissertation iv, 75 leaves Text local-cont-no: 1002714530-Long call-no: 379 N81d no.2980 untcat: b1456253 https://digital.library.unt.edu/ark:/67531/metadc332383/ ark: ark:/67531/metadc332383 English United States - Texas - Denton County - Denton Public Long, Lucy Banks, 1938- Copyright Copyright is held by the author, unless otherwise noted. All rights reserved. |
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language arts remediation critical thinking at-risk students metacognition Language arts -- Remedial teaching. Critical thinking. Metacognition. |
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language arts remediation critical thinking at-risk students metacognition Language arts -- Remedial teaching. Critical thinking. Metacognition. Long, Lucy Banks, 1938- A Study of Remediation of Language Arts Objectives Using an Experimental Curriculum |
description |
The purpose of this study was to determine if students who participated in language arts remediation which was infused with critical thinking activities and metacognition would make greater gains in skills and achievement than those students who were remediated with a regular language arts curriculum. The population for this study was a group of at risk students who were fourteen to sixteen years old and who were participants in the 1987 summer Youth Opportunities Unlimited project at the University of North Texas. Their progress was measured with California Achievement Test and Iowa Test of Basic Skills pretests and posttests. The organization of the study includes a statement of the problem, a review of the literature, the methods and procedures used to collect the data, the analysis of data, and a summary of the findings, conclusions, educational implications, and recommendations tor additional research. Data from the eight hypotheses were treated with an analysis of covariance. The analysis of data revealed the following: 1. The infusion of critical thinking activities and metacognition did not improve students' skills or achievement in the following areas: spelling, capitalization, and punctuation. 2. The infusion of critical thinking activities and metacognition did not improve students' skills in usage and expression as tested with items focusing on subject/verb agreement, verb tense, pronoun case, and pronoun degree. 3. The critical thinking activities and metacognition made a significant difference in students' achievement in language expression. The education implications are that lessons designed with mechanics objectives such as capitalization and punctuation should include independent practice. However, lessons designed with objectives focusing on usage, subject/verb agreement, double negatives, verb tense, and pronoun case and degree should include critical thinking activities and metacognition. |
author2 |
Black, Watt L. |
author_facet |
Black, Watt L. Long, Lucy Banks, 1938- |
author |
Long, Lucy Banks, 1938- |
author_sort |
Long, Lucy Banks, 1938- |
title |
A Study of Remediation of Language Arts Objectives Using an Experimental Curriculum |
title_short |
A Study of Remediation of Language Arts Objectives Using an Experimental Curriculum |
title_full |
A Study of Remediation of Language Arts Objectives Using an Experimental Curriculum |
title_fullStr |
A Study of Remediation of Language Arts Objectives Using an Experimental Curriculum |
title_full_unstemmed |
A Study of Remediation of Language Arts Objectives Using an Experimental Curriculum |
title_sort |
study of remediation of language arts objectives using an experimental curriculum |
publisher |
University of North Texas |
publishDate |
1989 |
url |
https://digital.library.unt.edu/ark:/67531/metadc332383/ |
work_keys_str_mv |
AT longlucybanks1938 astudyofremediationoflanguageartsobjectivesusinganexperimentalcurriculum AT longlucybanks1938 studyofremediationoflanguageartsobjectivesusinganexperimentalcurriculum |
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1718432032172802048 |