Improving Phonological Awareness and Decoding Skills of High School Students from Diverse Backgrounds by Kathleen McQuiston, Doris O'Shea, and Michelle McCollin Table of Contents Introduction 3 Methods 4 Results 4 Implications 5 Reference 6 Bibliography 6 Introduction ‘Phonological awareness’ is defined as the ability of human beings to comprehend the sound structure of a language which he/she hears in the surroundings…
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The prime objective of the paper is to investigate the efficiency of the awareness system in improving the reading and learning ability of high-school students belonging to the diverse backgrounds both in terms of culture and linguistics. The students suffering from impairments were also considered in the research study. It also objected to recognize few measures which can be used for the improvement of the decoding ability among those students. In this regard, the researchers concluded various noteworthy measures which can be beneficial for the students if implied with efficacy and effectivity. Methods In order to perform the research work and obtain relevant findings from the study, the researchers can be recognized to focus on the observation method of data collection. In this case the researchers implied a close observation of the research participants, i.e. the students and the teachers of high-schools. Perpetually, the researchers concentrated on studying the behavior of the student with impairments and belonging to different cultural groups and linguistics. ...
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The purpose of the research is to form an eating disorders resource for high schools, which assists coaches, teachers and other members of the school community to intervene and prevent eating disorders. The research will provide accurate information that will enable teachers and coaches to respond immediately to situations. The research seeks to sway school communities to create a whole new approach to the prevention of eating disorders, through focusing on creating resilience in learners and reducing risk issues in the school society.
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An ESL student is one whose primary language or languages is not English and so they have to learn it through additional English language support mechanisms so as to acquire reading, writing, listening as well as speaking skills. ESL students ca broadly be categorized into five main categories which include immigrants, international students, children belonging to temporary foreign workers, government assisted refugees and refugee claimants.
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