Some schools are retaining children after using Reading Recovery and some classroom based whole language instruction, instead of a more effective methodology. Reading Recovery is not effective for young children with reading disorders.
Writing a Good Research Question Writing a Good Research Question The following unit will discuss the basics of how to develop a good research questions and will provide examples of well-designed questions. Identify the process for writing meaningful research questions. Developing a good research question is one of the first critical steps in the research process.
The research question, when appropriately written, will guide the research project and assist in the construction of a logical argument. The research question should be a clear, focused question that summarizes the issue that the researcher will investigate. How to Develop a Good Research Question: Researchers should begin by identifying a broader subject of interest that lends itself to investigation.
For example, a researcher may be interested in childhood obesity.
The next step is to do preliminary research on the general topic to find out what research has already been done and what literature already exists. How much research has been done on childhood obesity? What types of studies? Is there a unique area that yet to be investigated or is there a particular question that may be worth replicating?
The following video may be helpful in learning how to choose appropriate keywords and search online databases: For example, a researcher may want to consider the factors that are contributing to childhood obesity or the success rate of intervention programs.
Create a list of potential questions for consideration and choose one that interests you and provides an opportunity for exploration. Finally, evaluate the question by using the following list of guidelines: Is the research question one that is of interest to the researcher and potentially to others?
Is it a new issue or problem that needs to be solved or is it attempting to shed light on previously researched topic. Is the research question researchable? Consider the available time frame and the required resources. Is the methodology to conduct the research feasible?
Is the research question measureable and will the process produce data that can be supported or contradicted? Is the research question too broad or too narrow? Considering the information above, the following provides examples of flawed research questions as well as questions that are well-designed: This is too narrow because it can be answered with a simple statistic.
Questions that can be answered with a "yes" or a "no" should also typically be avoided. How does the education level of the parents impact childhood obesity rates in Phoenix, AZ? This question demonstrates the correct amount of specificity and the results would provide the opportunity for an argument to be formed.
Unfocused and too broad: What are the effects of childhood obesity in the United States? This question is so broad that research methodology would be very difficult and the question is too broad to be discussed in a typical research paper.
How does childhood obesity correlate with academic performance in elementary school children?
This question has a very clear focus for which data can be collected, analyzed, and discussed. How much time do young children spend doing physical activity per day? This question may allow the researcher to collect data but does not lend itself to collecting data that can be used to create a valid argument because the data is just factual information.
What is the relationship between physical activity levels and childhood obesity?
This is a more subjective question that may lead to the formation of an argument based on the results and analysis of the data.Rebecca Sitton Spelling Program Contradicts Scientific Research.
by Dr. Patrick Groff NRRF Board Member & Senior Advisor Dr. Patrick Groff, Professor of Education Emeritus San Diego State University, has published over books, monographs, and journal articles and is a nationally known expert in the field of reading instruction.
All interventions presented here are research -based. In most cases, I attempted to reconstruct the reading strategy from the cited research articles with few if any changes.
Cluster students into groups based on their IRLs, their skills, and how they solve problems when reading. Make groups flexible, based on student growth and change over time.
If you must compromise reading level to assemble a group, always put students into .
This is based on research conducted as part of CIERA, the Center for the Improvement of Early Reading Achievement, and supported under the Educational Research and Development Centers program, PR/Award Number RR, as administered by the Office of Educational Research . Reading to Young Children: A Head-Start in Life The research sets out to explore the connections between parents reading to their young children and their child’s later reading and other cognitive skills.
Based on the Wilson Reading System® principles, Wilson Fundations® provides research-based materials and strategies essential to a comprehensive reading, spelling, and handwriting program. Wilson Fundations makes learning to read fun while laying the groundwork for life-long literacy.