This research project explores the effects of altering the structure of discussion board formats to increase student engagement and participation. This paper will present the findings of a two-university, two-class research project in which asynchronous discussion board entries were analyzed for substance. By using oral discourse analysis techniques, the postings of two distinct structures of discussion board entries were analyzed. A baseline of typical student interactions was established by using an Open-ended discussion board assignment. The requirements were then changed and an Experimental discussion board format was introduced-students were placed into smaller groups and expected to enact a 3R pattern of Respond, React, and Reply. The ways in which students made their thinking visible were coded and tabulated. Findings suggest that a Connected Stance, identified by a high level of participation coupled with a high level of engagement, was an optimal online discourse pattern.

The current study reports on a reading intervention method titled Read Like Me. The intervention utilizes a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading. The student involved was a second-grade boy reading below grade level who was identified as dyslexic and diagnosed with attention deficit hyperactive disorder. Using a single-case experimental design, the intervention was monitored in four phases, including a baseline, intervention coupled with regular schooling, intervention only, and a return to baseline. The results indicated that the intervention combined with regular schooling improved his reading expression and rate and also his decoding skills, word knowledge, and reading comprehension. In conclusion, the authors offer Read Like Me as one more intervention that may be a viable option for teachers in their effort to support developing readers.The theory of automaticity essentially purported that the more automatic readers become in word recognition, the more cognitive resources can be reallocated to higher-level reading processes, such as reading comprehension [1]. Stanovich [2] referred to the theory of automaticity as a critical precursor to many important reading theory developments. Decades later, it is still used to frame studies in reading, especially those that examine practiced-based methods [3][4][5][6]. The purpose of this study was to explore the effectiveness of a newly developed practice-based reading intervention for struggling elementary readers. The intervention, Read Like Me, is a multifaceted approach comprised of several researched interventions, including reading aloud, repeated readings, assisted reading, and the gradual release of responsibility. In light of the significant impact that the methods have on students' reading, the methods were combined to create a synergistic and potentially effective intervention.Struggling readers need expert, research-based instruction [7] especially as the expectations grow for young readers. Students are increasingly required to read texts that are too difficult, a requirement that contradicts previous research [8,9]. Gradually, however, that perspective has changed [10], and students are frequently engaged in texts that are far more challenging. Allington [7] adamantly opposes this practice and reminds us that adults would likely refuse to read books at only 98%-word recognition accuracy, which would amount to approximately six unknown words per page. Regardless, here we are putting difficult texts into the hands of struggling readers.Recently, Strong, Amendum, and Conradi Smith [11] described a similarly dim outlook on the current perspectives on text difficulty in modern reading education. However, the authors continued on to describe some of the research that may help educators consider the appropriate contexts for utilizing challenging texts. Before selecting a text, a teacher should consider the reader and also how much assistance will be provided. Thus, it might be possible for te...

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While the benefits of community engagement have been discussed extensively in the academic literature, there exist few assessment tools that can measure these benefits accurately. Using descriptive research methodology, the authors developed a robust measure-the Benefits of Academic Community Engagement (BACE) scale-that assesses student perceptions of two specific benefits across multiple disciplines: personal development and social responsibility. Three studies to test and refine the new scale are discussed. In considering the limitations of the studies the authors point to opportunities for future research to determine the scale's validity across disparate settings. Results show that the instrument effectively captures student perceptions of the benefits of community engagement.

This chapter examines two key factors that influence the efficacy of online learning: student and teacher interaction and rapport. These two factors are heavily influenced by the stance that the learner takes. Online learning is opening up more possibilities for lifelong learning. This chapter will provide a critical discussion of online education, the theories that ground this delivery system, and the challenges that one university faculty had in creating a community of learners in a technology-mediated learning environment. “Let’s put our Reading Masters courses online,” the Dean suggested. “We need to move our graduate course offerings into the twenty-first century. Can’t be left behind.” She left the six of us in the conference room to talk over her proposal. But what was there to discuss? The answer was “No.” It just wasn’t possible. We’d lose that personal connection with our students that our university is known for. We’d lose those rousing discussions and meaningful interactions. Why, the students wouldn’t even see each other, let alone see us. How could we encourage lifelong learning when we weren’t even sold on the idea? The whole idea was impractical, unworkable, and inconceivable. Putting our courses online? Out of the question!