These are Action Research Resources previous classes have found useful. We will add to this page as needed.
Here is a free and easy online resource for creating graphs: http://www.nces.ed.gov/nceskids/createagraph/. Has a wonderful help section and really useful preview feature. Can save/print/export.
Wordle is often thought of as just word art, but this would be an interesting way to chart/graph/picture thematic data. It would be a great way to make a first pass at identifying themes, trends, topics etc. for coding in narrative data. Two other tools for visuallizing words and their relationships are Word Sift and Visuwords.
Here are some standardized literacy attitude measures: (a) Mike McKenna's reading attitude measure. An alternative reading attitude measure; (b) Mike McKenna's writing attitude measure.
Methods for selecting and using children's literature in the classroom.
Here are three on-line resources with plenty of examples of APA style in manuscripts and references. Follow everything except double-spacing your document. Double-space between paragraphs rather than between lines. You are submitting a digital document and double-spacing is a waste of electronic real estate.
The best APA resource for you in the online library resources at Appalachian State. Lots of links to other very, very helpful resources for you as you write your papers or put your presentations together. APA reference examples and format guidelines, particularly section VII, from Prof. Degelman at Vanguard Univ. in California. First-rate overview of APA style, reference examples, and format guidelines from the University of Wisconsin-Madison. Another first-rate overview of APA style, reference examples, and format guidelines from the Online Writing Lab of Purdue University. |
Here are some ELL resources:
Selecting children's literature for ELL students. Assessing ELL students. |
Here are some vocabulary instruction resources. Most of them appear to be research that might beef up literature reviews for some of you:
Rekrut, M. D. Effective vocabulary instruction. The High School Journal v. 80 (October/November 1996) p. 66-74 Stahl, S. A. Vocabulary development. Brookline Books, 1999. Kuhn, M. R., et. al., Teaching children to learn word meanings from context: a synthesis and some questions. Journal of Literacy Research v. 30 (March 1998) p. 119-38 Schwanenflugel, P. J., et. al., Partial word knowledge and vocabulary growth during reading comprehension. Journal of Literacy Research v. 29 (December 1997) p. 531-53 McFalls, E. L., et. al., Influence of word meaning on the acquisition of a reading vocabulary in second-grade children. Reading and Writing v. 8 (June 1996) p. 235-50 Stahl, S. A., et. al., The effects of vocabulary instruction: a model-based meta-analysis. Review of Educational Research v. 56 (Spring 1986) p. 72-110 Stahl, S. A., et. al., Defining the role of prior knowledge and vocabulary in reading comprehension: the retiring of number 41. Journal of Reading Behavior v. 23 no. 4 (1991) p. 487-508 Stahl, S. A., et. al., Prior knowledge and difficult vocabulary in the comprehension of unfamiliar text. Reading Research Quarterly v. 24 (Winter 1989) p. 27-43 Other names to search include Isabel Beck, Margaret McKeown, and Linda Kucan. |
Here are a couple of references on the use of storybook reading to improve specific reading skills:
Meyer, L. A., et. al., Effects of reading storybooks aloud to children [in kindergarten and first grade]. The Journal of Educational Research (Washington, D.C.) v. 88 (November/December 1994) p. 69-85 Murray, B. A., et. al., Developing phoneme awareness through alphabet books. Reading and Writing v. 8 (August 1996) p. 307-22 |
Last updated August 26, 2007 by Dave Koppenhaver.