Writing Across the Curriculum

Vacca, Richard T.; Vacca, Jo Anne L.

doi:10.1598/0872072681.9

Cited by 24 publications

(38 citation statements)

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“…However, participant feedback suggests that we should apply an educational framework known as “Before-During-After” 9. While this framework originated as a method to guide literacy development and comprehension, it can also be applied as a structural framework in designing educational interventions that are used to “create interactive learning environments” 10…”

Section: Discussionmentioning

confidence: 99%

Implementation of the Introductory Clinician Development Series: an optional boot camp for Emergency Medicine interns

Min

Stoneking

Grall

et al. 2014

AMEP

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BackgroundThe transition from medical student to first-year intern can be challenging. The stress of increased responsibilities, the gap between performance expectations and varying levels of clinical skills, and the need to adapt to a new institutional space and culture can make this transition overwhelming. Orientation programs intend to help new residents prepare for their new training environment.ObjectiveTo ease our interns’ transition, we piloted a novel clinical primer course. We believe this course will provide an introduction to basic clinical knowledge and procedures, without affecting time allotted for mandatory orientation activities, and will help the interns feel better prepared for their clinical duties.MethodsFirst-year Emergency Medicine residents were invited to participate in this primer course, called the Introductory Clinician Development Series (or “intern boot camp”), providing optional lecture and procedural skills instruction prior to their participation in the mandatory orientation curriculum and assumption of clinical responsibilities. Participating residents completed postcourse surveys asking for feedback on the experience.ResultsSurvey responses indicated that the intern boot camp helped first-year residents feel more prepared for their clinical shifts in the Emergency Department.ConclusionAn optional clinical introductory series can allow for maintenance of mandatory orientation activities and clinical shifts while easing the transition from medical student to clinician.

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Section: Discussionmentioning

confidence: 99%

Implementation of the Introductory Clinician Development Series: an optional boot camp for Emergency Medicine interns

Min

Stoneking

Grall

et al. 2014

AMEP

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“…Schemata activation is the mechanism by which the students access what they know and match it to the information in the text (Vacca & Vacca, 2005). To meet this purpose, the teacher asked some preliminary questions related to the topic to lead the students to the topic discuss.…”

Section: Pre-readingmentioning

confidence: 99%

Improving Students’ Reading Comprehension Through Text Structure Tasks

Rohman

2017

scr. j. j. linguist. engl. teach.

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Abstract:Reading skill is one of the four main language skills taught in the classes of the English Department of Faculty of Education of Islamic University of Malang (FKIP Unisma). As the result of teaching reading had not achieved satisfactory result, the researcher conducted a study to find out how texts structure tasks can improve the students' reading comprehension. This research was using a classroom action research. It comprised four phases: planning, implementation, observation and reflection, those were adopted from Kemmis and Taggart's action research model (1988). The subjects of the study were the four semester students of the English Department of FKIP Unisma in 2006 academic year. In the procedures and implementation process, one cycle consisting of four actions was done. The instruments used in the study were observation sheets and test. The observation sheets were made two forms. One form of observation sheets was to observe the teacher in implementing the action and the other observation sheets were used to observe the students' activities or reaction to the teachers' activities during the learning-teaching process. The second instrument used was a test.The test result showed that the students' mean score was 75.88 and the lowest score the students obtained was 65. The researcher decided that no more cycle was needed for the study had met the criteria of success. The action was considered successful if the students' mean score reached 75 or under the category of B+, and the lowest score the student obtain was not less than 65.00.

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“…This has led researchers to identify the specific literacy demands of history, science, math, and literature (e.g., Fang et al, 2006; Monte-Sano, 2010; Graesser, Leon, & Otero, 2002; Perfetti, Britt, & Beorgi, 1995; Wallach, Charlton, Bartholomew, Stone, Stillman, & Ehren, 2014; Yore & Treagust, 2006), which has influenced teachers’ content area expectations for reading, writing, listening, and speaking and their teaching pedagogy (Draper, 2008; McKenna & Robinson, 1990; Vacca, Vacca, & Mraz, 2005). As an example, history teachers are now encouraged to provide instruction in how to evaluate evidence for bias so as to determine the authenticity of historical events, facts, figures, and timelines (Fang, Schleppengrell, Moore, Stone, Stillman, Ehren, & Wallach, 2014).…”

Section: Mastery Of Disciplinary Literacymentioning

confidence: 99%

Effects of a Text-Processing Comprehension Intervention on Struggling Middle School Readers

Barth

Vaughn

Capin

et al. 2016

Topics in Language Disorders

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Purpose: We examined the effects of a text-processing reading comprehension intervention emphasizing listening comprehension and expressive language practices with middle school students with reading difficulties. Method: A total of 134 struggling readers in grades 6–8 were randomly assigned to treatment (n = 83) and control conditions (n = 51) using a 2:1 ratio (two students randomized to treatment for every one student randomized to control). Students in the treatment condition received 40 min of daily instruction in small groups of four to six students for approximately 17 hr. Results: One-way analysis of covariance models on outcome measures with the respective pretest scores as a covariate revealed significant gains on proximal measures of vocabulary and key word and main idea formulation. No significant differences were found on standardized measures of listening and reading comprehension. Discussion: Results provide preliminary support for integrating listening comprehension and expressive language practices within a text-processing reading comprehension intervention framework for middle-grade struggling readers.

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Writing Across the Curriculum

Cited by 24 publications

References 0 publications

Implementation of the Introductory Clinician Development Series: an optional boot camp for Emergency Medicine interns

Implementation of the Introductory Clinician Development Series: an optional boot camp for Emergency Medicine interns

Improving Students’ Reading Comprehension Through Text Structure Tasks

Effects of a Text-Processing Comprehension Intervention on Struggling Middle School Readers

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