Topography and Land Temperature Investigation Using Arc GIS 10

Abstract

IntroductionResearch continues to focus upon the sources of low academic achievement for children with disabilities. The relationship between spelling and overall school success has lead to a large number of research studies examining spelling interventions or instructional techniques. A literature review of 38 spelling studies was completed by Fulk and Stormont-Spurgin (1995). Their findings found that "nearly all of the 'systematic' instructional techniques can be used to improve the spelling of disabled students" (p.509). The interventions that were recommended included a variety of instructional techniques, computer-assisted instruction, student study techniques, and sensory/ modality training. Despite the varying instructional modes employed, 35 of the 38 studies resulted in heightened spelling performance, positive attitudes toward spelling, and/ or Poindexter, et. al. International Journal of Basic and Applied Science, Vol. 01, No. 02, Oct 2012, pp. 402-409 www.insikapub.com 403 improvements in on-task behavior (Fulk & Stormont-Spurgin, 1995). An analysis of evidence-based spelling interventions (McLaughlin, Weber, & Barretto, 2004) found that CCC procedures are successful across a wide range of disability designations and with words from various subject-matter areas. McLaughlin, Weber, and McLaughlin (in press) reviewed the literature on spelling for the past 10 years involving students with learning disabilities. They reported that such methods as cover, copy, compare or add-a-word remained highly effective for improving the spelling performance of students with learning disabilities. A meta-analysis of CCC (Joseph, Konrad, Cates, Vajcner, Eveligh, & Fishley, 2012) indicated that spelling was the most common dependent variable employed with this classroom intervention. The most common student population studied has been elementary school students in general as well as special education. Finally, CCC has been implemented by undergraduate students during their preservice training (Carter, McLaughlin, Derby, Schuler, & Everman 2011;Membrey, McLaughlin, Derby, & Antcliff, 2011;Poff, McLaughlin, Derby, & King, 2012;Skarr, McLaughlin, Derby, Meade, & Williams, 2012), and as part of our graduate student research and training (Cieslar, McLaughlin, & Derby, 2007;Murphy, Hern, Williams, & McLaughlin, 1990;Schermerhorn & McLaughlin, 1997), and in the home by parents or family friends (Stading, Williams, & McLaughlin, 1996;Stone, McLaughlin, & Weber, 2002).The CCC instructional method has also generated a great deal of research verification and has been employed across a wide variety of curricular areas and disability designations (Ivicek-Cordes, McLaughlin, Derby, & Higgins, 2012;Joseph et al., 2012;McLaughlin & Skinner, 1996;Skinner, McLaughlin, & Logan, 1997). This self-managed academic intervention, the cover, copy, and compare procedure is student-paced and participant evaluated. McLaughlin and Skinner (1996) note that copy, cover, compare should be employed for skills involving recognition, memorization...

Comprehensive inventory of geoheritage elements of Achanakmar Tiger Reserve area of Central Indian Landscape

“…These classes are represented using an orderly continuation of colour hues thereby creating 3D effect. The Flat areas are represented by -1, having no down slope direction (Pal and Samanta, 2012).…”