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Running head:THE EFFECT OF A FAMILY SUPPORT AND ACADEMIC PERFORMANCE 1

Effect of a family support network and the levels on academic performance

by

Tania Suvero

An Research submitted to the Ana G. Mendez University System For Research EDU 600

Ana G. Mendez University System-South Florida Campus 2012


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Approval Page

This essay was submitted by Tania Suvero under the direction of the facilitator listed below. It was submitted to the Ana G. Mendez University System in fulfillment of the requirements for the degree of Master in Guidance & Counseling.

Maria C. Sevillano, PhD Professor

Date


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Abstract

The effect of a family support network and the levels of academic performance in Dade County. Tania Suvero, 2012: Research, Ana G. Mendez University School System.

Research question: Is there a different approach on the effect of the family support network and the academic performance? The research theme aims to understand the behavior that has on the academic standards of students with no real families and support groups, and active elements present in the academic process students, school and society itself. The methodology and procedures used for this research have been developed through questionnaires applied to 10 parents and 10 teachers and students respectively children of children from six eight grade, aged 12 to 14 years, chosen at random. For the analysis of data collected was used comparative statistical method on behavior outside the family support network in the academic levels of students This type of research investigation motivates the following research on the topic in the search for factors other incidents on the absence of family support network on the levels of academic performance.


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Table of Contents

Page Effect of a Family Support Network and the Levels on Academic Performance ..................1 Approval Page ........................................................................................................................2 Abstract ..................................................................................................................................3 Table of Content ....................................................................................................................4 Chapter 1: Introduction .........................................................................................................6 Setting of the Project Time Required ........................................................................7 Background ................................................................................................................7 Nature of the problem ....................................................................................................8 Research Problem ......................................................................................................9 Purpose of the Project ................................................................................................9 Terminology...............................................................................................................10

Chapter 2: Review of Related Literature A brief History of the Topic.......................................................................................11 Aspects Reflected on the Topic .................................................................................12 The Study Conceptual Framework ............................................................................14

Chapter 3: Methodology ..........................................................................................................15 Research Importance ..................................................................................................15 Procedure. ..................................................................................................................15 Instrumentation ..........................................................................................................16


THE EFFECT OF A FAMILY SUPPORT AND ACADEMIC PERFORMANCE Data Analysis .............................................................................................................16 Research Process ........................................................................................................16 Conclusion..................................................................................................................18 References ..................................................................................................................19 Appendix A Trends in the percentage of parent involvement in academic performance............................................................................................................................21 Six types of parents involvement ..........................................................................................22

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The effect of a family support network and the levels of academic performance Chapter 1: Introduction The enactment of the No Child Left behind No Child Left behind Act of 2001, signed into law, associations of family and community schools have become the center. Supporting families and social support in communities contribute to student success. When children feel valued are more likely to develop healthy skills, avoid risky behaviors and stay in school. When parents are involved, students achieve more, regardless of socioeconomic status, ethnicity, race, or level of parental education. 86% of the general population believes that parental support is the most important way to improve schools. (Henderson 1:9) Academic achievement levels involve a high degree of expectation and commitment to active participation of the family making the necessary impact on the performance and tuning to generate special results, maintaining a warm and supportive home, showing interest in the progress of children in school, help with homework, discussing the value of a good education, in constant contact with teachers and school staff makes the difference when it comes to support the family in the lives of students. (Desforges and Abouchaar, 2003, p. 9) A review made by Henderson of 66 studies including parent involvement and student achievement found that when parents are involved in the education of their children at home do better in school. According Clark, R.M.(1990), using data from a nationally representative simple 21,814 students and their parents participate in the National Education Longitudinal concluded that "Parental involvement has a powerful effect on school performance of eight degrees�, and influence on the success objects.


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Henderson & Berla (1994), point out the benefits of parent involvement and school families, with the result that everyone benefits. For their part, students reflect a better grade, better attendance, performing daily tasks, less placement in special education, positive attitudes and behaviors, increased graduation rates, and higher education. The school also has its benefits, improve the skills of teachers and the school therefore provides support to families and gets a better reputation in the community. Parents also benefit by having greater confidence in the school, teachers will have a better view of them as parents can develop better communication and trust with their children, including reconfirmed that many are so often tend to register to continue their own education. (n/p). Given this characteristics it is expected that the school, family and community can reach students in a unique way to influence the behavior of different forms, a coordinated and participatory program of these three institutions provide an environment conducive to learning and developing more the strength in his way for students to be men and women worthy of the society that created them.

Setting of the Project The absence of family support has no distinction, any student may be living with this painful situation, regardless of social class or race, this feature does not discriminate, simply is present and is affecting students, in this research work with students in middle schools, most of them immigrants or children of immigrants.

Background For the decade of 1950 – 1960, grow the concern to know about family-school relations, empirical evidence to show the effect on social factors have on academic performance, but none exceeds the high incidence of family presence and support on academic performance. (Leler, H.


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1983). A literature review of family-school partnerships suggests that many efforts have been made at the student after school to assist in obtaining appropriate levels of academic achievement, involving efforts ranging from daily attendance at rooms task, individualized tutoring, online help, reprimands and punishments. The forgotten component in many cases was the immersion of the family as a support for students; they need that something more than the benefit, needs the support of his family. (Caplan, 1998).

Nature of the problem The parental involvement is usually strongest at the primary level, continued participation through the middle grades and secondary, will serve as encouragement and guidance for development less polluted. Studies in this sense often show strong positive links between parents, participation in school and student progress. When harmonious relationships, sharing common interests, is between family and school progress and good learning are inevitable consequences. Rumberger (14:295), a study of family influences on dropout behavior, analyst that parents of pupils leaving secondary school were less committed to the education of their children, in relation to parents of students who leave school before graduation. The variables studied included the assistance of parents in school activities, parent meetings and open houses, events involving their children to be athletic, theatrical or musical as well as a permanent contact with the school. Sadly, students are not always behind a family support network, although most, no matter what level you are, they want their families to be partners on the issue of participatory schooling, causing to wear his absence with out motivation coming academic sometimes experience the


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repetition of the course, or be more mediocre students or number of school dropouts.

Research Problem Lack of Levels of academic performance: Families need to establish clear expectations with an appropriate model to follow, when the children feel valued are more likely to develop antisocial attitudes, behaviors of risk taking, alcohol abuse, drugs, and violence joining this school with a negative climate and few willing to involvement of students and their families.

Purpose of the project The purpose of this research is to determine the difference That family support network makes in the academic levels. Contributions The family network can from Different Ways to Contribute, Which will depend About what parents' believes About what is Important, necessary and lawful for Them to do with and on Behalf of Their Children. The Extent to Which They believe parents can Have a positive Influence in the education of Their children, and About That Their Perceptions of parents and the school children want to get Involved. (American Educational Research Association, Journal, 1997).


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Terminology: Academic Performance: Is the answer given by students as a result of a process of adequate educational instruction school performance is implicitly Finally, what is expected is a program that is functional for families, schools and students to provide the right environment for student learning and development of schools, who are all working together, families, schools and community will benefit from this effort connected to the effectiveness of an adequate family support. Family Support Network: The natural family is the most important part in the formation of children, it is expected from that the family as well to create a family environment that promotes learning, reinforce what is taught in school, and develop the skills Children need to become responsible adults. The family environment influences the learner both the relationships established in the home, for the intellectual stimulation, cultural, social and deliver them to perform functionally in all aspects of life. Finally, what is expected is a program that is functional for families, schools and students to provide the right environment for student learning and development of schools, who are all working together, families, schools and community will benefit from this effort.


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Study Conceptual Framework

Topic: The effect of a family support network and the levels of academic performance

Problem:

Lacks of level academic performance

Research Question: Is there a different approach on the effect of the family support network and the academic performance?

Techniques such as tutorials and online support have been implemented to improve academic performance


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Chapter 2: Review of Related Literature

A brief History of the Topic Decades of research show that when the family is involved in the academic world, students

develop greater motivation, better self-esteem, decreases the rate of suspension,

decreases the use of drugs and alcohol, less aggression, higher test scores and high graduation rates are acceptable. When the clarity of the parents about what is important, necessary and lawful is transmitted to them, they receive a great positive influence. (Parent Teacher Association n/p) Establish a daily routine of activities to develop centralized home to parents and students about what is expected of their mutual commitment to academic achievement, time management, distribution, and setting limits, maintain communication, discussing the value of a good education. Encourage literacy by feedback on what you read. Setting goals and standards that are appropriate for the age and maturity of children in touch with teachers and school staff, bearing in mind that most students are eager to have their families participate actively in the process of schooling.( Henderson (1:9) According to Melhuish (2001), 'Higher home learning environment Associated with increased was Levels of cooperation and Conformity, peer sociability and confidence, lower anti-social and worried or upset Behavior Cognitive Development and higher scores. Students as entities in training paradigms require clear and precise environment to develop their personalities in terms of responsibilities, norms and values, when the family is not an adequate model academic performance is one aspect in which is mostly reflected the lack of family support, therefore the students seek the support and necessary validation on


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the wrong paths. School performance is not only important about what happens in school, but what happens in the house, so that parents and teachers and community have a crucial role in developing and incidents in student achievement.

Practice Strategies The rapprochement between the school and the family is unified through practices that promote collaboration focusing primarily on the individual strengths of each child and their needs, fundamental and essential aspects of the mission of the school as an institution of the family as the first circumstance in the life of the individual and the community as the great house of the society. The most Consistent predictors of children's academic Achievement and Social Adjustment are parent expectations of the child's academic attainment and satisfaction With Their child's education at school, 86 % of the general public Believes That support from parents is the Most Important Way to Improve the Schools. (Henderson 1:9). Schools can take action to involve children's parents and families in school activities and decision making. Sanchez, Li, and Nuttall (1995) state that the "authentic involvement of parents as active and empowered members of the school community will link school staff with the diverse learner." By getting to know school families, teachers also can become aware of specific cultural communication patterns and social conventions (Phillips & Crowell, 1994).

Aspects reflected on the Topic School failure leads to a dramatic human reality that affects students, parents, and teachers, by extension, society as a whole. The traditional way in which the family has been involved in serving as academic support in the line has been seen many times transferred to external aid tutors sometimes alternating with the online help, not criticism but when formats


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are used on an ongoing basis implies that the family does not know it's a good way of dealing with students directly, it is precisely the opportunity to validate them support and sense of belonging, closeness develop and promote a cordial relationship born from the center of the family, to feelings away in frustration and neglect. When students say they feel the support of households tend to do better in school, have more confidence in them selves and feel that school is important. By considering the expression grades and academic performance is not due to a single variable, but will be closely linked to school performance and above all the performance of the family, who will have to Provide time and a quiet place to study, teach you the value of learning, selfdiscipline, and hard work, monitor out-of-School Activities, express high expectations for realistic But achievement, children's Encourage Development, progress in school and encourage social skills. The family can participate through certain forms that the school has arranged for such purposes, about Epstein( 1995), who developed a framework for defining six Different Types of Parent Involvement, parenting, home help all Families Establish Environments to support children as students. Communicating, design effective forms of school-to-home and home-toschool programs and school communications about children's progress. Volunteering, recruit and organize parent help and support. Learning at home, of information and ideas, provide to families with information about how to help students at home with homework and other curriculum-related Activities, decisions, and planning. Decision making, include parents in school decisions, Developing parent leaders and Representatives. Collaborating with the community, to identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and


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development. Students need to feel the connection of his family in partnership with the school alone will not make a significant contribution in this regard should also feel that they belong to the school and their teachers support them. (Sanders and Herting, 2000).


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Chapter 3: Methodology

Many investigations have been conducted on the effect of family support network and the levels of academic performance, in this case the review and subsequent research literature theme will be made seeking to answer the research question, if there is a different approach on the effect of a family support network and the academic performance.

Research Importance Parents are four basic types of participation in the academic process of the students, they do talking to the children of the school and its activities, supervising extracurricular activities, maintaining personal contact with the school and volunteering in different events and areas of school, all these forms of participation not only benefits the student's academic row, but develops an invisible bond of communication and trust l security to accompany them for a lifetime. The responses obtained through the questionnaire will be the first resource to approach known as the different approach on the effect of the family support network and the academic performance. This subsidiary approach will help to educators as well; thereby reducing the rate of low academic achievement, for it will not be alone in the educational mission, but a family behind students this closely in the process.

Procedure The procedure begins with the choice of the theme proposed for approval by the facilitator of the course, continue with the preparation of the Conceptual Framework, also be approved after we move to a vast literature review focused on the research topic, which offers insight into what has been showing so far, analyzed and digested these findings, therefore follow the development of research. To carry out research use as shows the response of 20 participants, 10 mothers and 10 teachers and students with


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children six to eight grade. All students aged 12 to 14 years, belonging to a Miami Dade County School.

Instrumentation The instrument will use questionnaires never before used, designed and controlled for these purposes and using the model of closed questions, which it considered necessary for the responses for ease of interpretation, forming the database for the investigation. Also in this study will have data from an interview with the director of the school about the research topic question research walk, giving a different perspective to those collected through questionnaires, both valuable for research purposes.

Data Analysis The collection of responses from questionnaires used is analyzed using Windows Excel document, using the agreed time. Handle an independent variable is the family support network, and the dependent variable is given by the results on students' academic levels. Aspects such as age, population and the intervention program, among other control variables conform. The data obtained allow forming a motivational program on the importance of the subject, having obtained more accurate base in the same field which aim to arouse concern for what is necessary to participate in the educational process of students.

Research Process The process for developing the research will be done through a direct interview with the director of the school of choice located in Miami Dade, confirming what was agreed with a letter explaining about the purpose of this research, which will be used exclusively for the studied purposes and a future research deep.


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CONCLUSION By working directly with the research topic I have known more about the behavior of parents about the importance or in some cases about what it means to be offering support to students in the school support. Another aspect that strikes me is to see that although some parents assume the support in the home regarding homework, do not assume the same importance to be facing in schools and respond according to what is expected of them, somehow draining the expectations of students. The school also has its share cooperatively with students and parents, a good way to achieve this link to join, sometimes the school serves as a motivator. This research has filled me with expectations and new knowledge regarding them useful for research to continue on this path, it is this type of work that remains active science providing new insight to the different disciplines.


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References Dearing, E. (2011). Expanded learning and family engagement. Fine newsletter, volume III. Harvard Family Research Project. http://www.hfrp.org/publications-resources/publications-series/family-involvementresearchCaplan, J.C. (1998). Constructing School Partnership with Families and Community Groups. Early Childhood and Family Education http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea400.htm Constructing School Partnerships with Families and Community Groups. (2011). Critical Issue http://www.ncrel.org/sdrs/areas/issues/envrnmnt/famncomm/pa400.htm


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Desforges C. & Abouchaar. (2003). The Impact of Involvement, Parental Support and Family Education on Pupil Achievements and Adjustment: A literature Review http://bgfl.org/bgfl/custom/files_uploaded/uploaded_resources/18617/Desforges.pdf Education Development Center, Inc. (2001). Action Steps for Implementing Family and Community Involvement in School Health http://www2.edc.org/makinghealthacademic/concept/actions_family.asp López, Ramírez & Mucio A.(2010). Influencia familiar en el rendimiento escolar en niños de primaria. Revista Científica Electrónica de Psicológica. http://dgsa.uaeh.edu.mx/revista/psicologia/IMG/pdf/7_-_No._9.pdf Michigan Department Education. (2002). What research says about parent involvement in children education in Relation to Academic Achievement. http://www.michigan.gov/documents/Final_Parent_Involvement_Fact_Sheet_14732_7.p df

Rodriguez, B. (2008). Meeting the Diverse Needs of Young Children. North Central Regional Educational Laboratory. http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea400.htm Rodriguez G. & Caplan, J. (2000). Meeting the Diverse Needs of Young Children. Critical Issue http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea400.htm South West Educational Development Laboratory. (2011). How the Studies Define Family Involvement and Student Achievement. http://www.sedl.org/connections/resources/evidence.pdf


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THE EFFECT OF A FAMILY SUPPORT AND ACADEMIC PERFORMANCE APENDIX A

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THE EFFECT OF A FAMILY SUPPORT AND ACADEMIC PERFORMANCE

ANIMOTO http://animoto.com/play/EGULpQv6gXBY0ULTyV7nwA

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THE EFFECT OF A FAMILY SUPPORT AND ACADEMIC PERFORMANCE

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<a href="http://www.screencast.com/t/mCbWW6xEHdkL">EDU 600</a> http://www.screencast.com/t/mCbWW6xEHdkL

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THE EFFECT OF A FAMILY SUPPORT AND ACADEMIC PERFORMANCE

Article Critique Ana G. Mendez University System-South Florida

Tania Suvero Liliana Mesa

Educational Research Methods Educ-600

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Professor: Dr. Maria Sevillano 2/9/2012

Abstract

Articule Critique. Tania Suvero & Liliana Mesa, 2012: Critique, Ana G.Mendez University, South Florida.

This article aims to investigate the efficacy in the development of the skills acquired in learning students who use the English disabilitiesâ&#x20AC;&#x2122; as a second language, after exposure to two types of investigated model created for such purposes. The problem presented was the inequality of skills developed in the Reading comprehension, and speak it fluently. The methodology used in this research was the implementation of reciprocal teaching model and Cross-age tutoring and cooperative learning with provide on adult support. Population WAS 26 students from seventh and eighth grades with disabilities learning, Often Whom Have problems with reading comprehension more than fluent speakers of English. This investigation by different steps was that instrument defines the problematic presented by the participant population about their reading comprehension.


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Introduction A lot of students who have English as a second language throughout history have serious learning problems, which motivates them to be inserted directly in specialized programs to increase their knowledge of English as a second language and therefore to develop their comprehension and writing skills. Most of these students exhibit more severe difficulties in reading comprehension level of power to converse with some fluent in English, a situation that motivates the present research, because this problem has been present in students who have English as second language, but this incidence also frequently pursues monolingual students, whose first language is English. That is why through two related interventions on the reading comprehension in students conducted seven and eight grade difficulties in the above areas and not satisfied with the differences between the two, reading comprehension and fluency of speech and supported previous research on this new search is initiated research, resulting in satisfactory variety for the subject investigated, where the biggest gainers were the students who were benefited with an improvement in comprehension.


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Research Design

The problem presented was the inequality between reading comprehension and fluency in speaking English in students who had English as a second language; let us also remember that this feature was detected in students who only speak English.

Participants in this study were 26 seven-eight degree students from Disability Learning and ESL program. Students were taught by 27 days and then the eight-graders received 15 days the modified reciprocal teaching instruction, for 40 minutes a day, divided into groups of six or seven students. The information in the form of descriptive marker variables, the collection allowed the interpretation of research results, as well as the comparison of Findings across Different samples.


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Article Critique

The article has an appropriate and clear title, where one can expect the issue to be addressed and the purpose of research. Throughout the article the author presents relevant data to provide a solid foundation through the conducted research. The ideas and sentences are consistent and easy interpretation. We consider that the authors achieved the objectives nevertheless; they should have an attractive title with a detailed introduction about their attempt. In addition, it provides great information about of learning difficulties within situations of students speaking English as a second language. It is organized and detailed; the research can be taken as a model to be applied to other related studies. In the article "Reciprocal Teaching of Reading Comprehension Strategies for Students with Learning Disabilities Who Use English as a Second Language", the authors Janette Kettmann and Sharon Vaughn intended to demonstrate the purpose, process and results. The research aims to establish the importance and the implementation of certain strategies to develop


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skills in reading comprehension in students from grade seventh and eighth graders who have learning difficulties and English as their second language. It is been found that more than one million students have more ability to speak it than understand what they read. We see two variables: one is the independent to be the groupâ&#x20AC;&#x2122;s support with reading comprehension strategies and the dependent reported an expected result which was the improvement in reading comprehension skills. The studied population is related with the statement, because the chosen samples for the research were students with learning disabilities who use English as their second language. The researcher identified children with better English speaking than understanding when they read. Therefore, the researcher considers necessary to implement strategies to develop better skills in reading comprehension. The review and theoretical framework are integrated the concepts of the two variables. Moreover, we identified a low understanding between the bilingual and monolingual group. About cited reference, one primary source given by the authors was Boyle & Peregoy, 1990; Hernandez, 1991; Padron, 1985 where they found effective instructions on reading comprehension in students with English as a second language. Likewise, documented by Weisberg, 1988; Wong, 1985 but only students with learning disabilities A second resource was given by Flavell, 1971, 1977, Torgesen, 1977, 1980. Who suggested that many students with learning disabilities; especially those with English as a second language are not aware of their cognitive process and the difficulty with the task to be done to improve their learning.


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The operational definition of both, the dependent and the independent allows us to move from abstract to concrete, measuring by quantifiable outcomes that arise in the course of the investigation. In this research, the operational definition is seen on the descriptive information table of the two tested groups. The hypothesis of the independent variable in this investigation might be: Students with difficulties in reading comprehension can receive support from adults will have better outcome than those who have the same difficulties without receiving any help. The hypothesis for the dependent variable would be: The results obtained by students with problems in reading comprehension that were supported by adults would be greater than those students who did not receive the same help. These hypotheses could be checked by receiving the results obtained for the sample used in the investigation, this was selected randomly and it turned out to be adequate, fulfilled the purpose of the research, it cannot be generalized but it can be used as part of reference for further studies. Likewise, the method was suitable for the research. The research design is to test the combined hypothesis with its variables. It is defined in two ways: teaching reciprocal model, based on the idea that some students can decode words but fail to understand the content of reading. Thus, the teacher let the students read aloud each generating a discussion. Thus, cognitive development is recognized when the concepts are learned first with social interaction and then be internalized. And the Cross Age tutoring and cooperative learning is to benefit students and teachers providing social and academic benefits. And tutors can teach comprehension strategies to


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students the same age or younger. This peer interaction promoted opportunities a better communication about academic content in mono or bilingual students.

Measures On the other hand, descriptive measures were administered. These included the Woodcock-Johnson Test of Achievement (Letter Word Identification, Passage Comprehension, and Social Studies Subtest). Also(Woodcock Language Proficiency Battery and Language Assessment Scales in Spanish and English). Further, Quantitative measures were administered: Gates Reading Comprehension Test, Passage Comprehension Tests and Strategy interview was administered. The reading Comprehension Test were administered as a Pre and Post test but the 10 passages with comprehension questions were administered on an ongoing basis: twice before the investigation, once a week during the intervention and twice during the intervention. We consider that the instruments used were made in the right way because the comprehension questions were made before, during and after intervention which leads to better handling and control of both the evidence and of the results. But it might be appropriate to apply the Test of Reading Comprehension in the same way as the researchers found this aspect can be considered for future research, as researchers found a wide deviation in the results.

Results


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Analyses of results were addressed to the group in general, detect patterns of change in reading comprehension in the estimated time and understand the characteristics of students who were successful and those who were not. The initial level of reading and its proficiency had a very important relationship in the performance of students in achieving their learning abilities. Initiation of reading was the most important factor to determine the benefits of previous instruction. We believe that in this research ethical criteria were used such as the sample selection as the measure instrument due to the population was randomly selected. Different instruments were administered with trusted results. As a conclusion, the study shows improving in reading comprehension of ESL students with LD. A high range of students benefited from strategy instruction; initial reading level and oral language proficiency as factors related to success and students in both the cross-age tutoring and cooperative learning groups continued improving comprehension even with minimal support. References

Kettmann, J. and Vaughn, S. (1996). Reciprocal Teaching of Reading Comprehension Strategies

For Students with Learning Disabilities Who Use English as a Second Language. The elementary School Journal.


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IMPROVING MY ENGLISH Week 1 02-02-2012

I appreciate the challenges that life will be putting in any way we learn to walk because there is certainly no easy way, so we often make the way easier our ally, but today I appreciate all my colleagues who like me already becoming a professional on life in our countries we have not been at work for a living, but we have taken the challenge of reorganizing the studies we have already done something valid in this country that has welcomed us with rules and laws that assume with humility and advocate for integrity. I pray God that we see every day a little more to resolve, but also a little more that brings us to our dreams, which we are working savoring the top that even comes close. Bravo for ourselves, thank you for this free theme of reflection implied by our professor, this was born from my heart when sitting at my computer.

Tania


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Improving my English Week 2 02-05-2012 Considering the ethical and legal counseling with gays and lesbians, in general we should clarify that the purpose of counseling with gay and lesbian patients is primarily to ease the burden on the acceptance and adaptation to their sexual identity, be it gay or lesbian. There are ethical principles that should be preserved and executed with care and rigor. It will help them work with the stigma and prejudice and even violence which come to counseling are people who come from a controversial cultural background, where his condition is encased culturally, so it should work guarding their status as human. Another aspect to their ethics are extreme efforts not seek to change their sexual orientation, noting that this is no longer considered a mental disorder, the opening to be accepted functionally is a condition of establishment on the client, he is their immediate environment as well as in society itself. Be aware not to induce the change of gender or sexual orientation, preserves ethics counselor and the client feel has not speculated in the process. Respect the values and beliefs, trying not to question the morality code that accompanies them, whether of a religious nature, values and beliefs. His truth is his sense of life and even if it needs to reorient certain aspects of it, we should not question it, but rather help them address their needs. Discrimination in any aspect that may arise, not to be accommodated between the client and counselor. This is one of the high stringency to manage to develop a paper attached to the ethical


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principles that define the profession. I hope these tips bring something more to our experiences, while I continue making efforts similar to the 10 forms sent us Dr. Sevillano, in order to achieve better every day. Improving my English Week 3 02-12-2012

Good Morning

I let them know that a great source of help has been for me in this urgent need to learn English to be in contact with format http://www.usalearns.org highly productive purposes, it not only works with writing but insists much on the hearing.

I hope they will be beneficial.

Tania

Improving my English week 4 02-19-2012 Good Morning Given the urgent need for progress in English, I'm taking advantage of every resource you have on hand, lately I'm focused on observing supermarket specials, which has helped me in learning new words, then I spend doing the exercise to practice word at a time to internalize and thus will add to the words already learned. I must confess that I have trouble, but try again and again until finally achieve it, because God first, I will succeed. Tania


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REFLEXIVE JOURNAL Tania Suvero Sistema Universitario Ana G. MĂŠndez South Florida Campus Educational Research Methods EDU 600 Professor: Dr. Maria Sevillano 02/23/2012

REFLEXIVE JOURNAL Week 1 J.R. Dr. Maria Sevillano 01-31-2012 It lived in our first day of classes I'll take two very important issues that will serve as a support in daily life as the personal and professional. One is the effort to take the step to go beyond comfort and strength assume anything that involves the passage of pain, but which is both what makes the difference and therefore leads to a dimension highest. Another issue that touches me in particular is to do things step by step with good foundation,


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depth and making sure that the finishing position involves maintaining the soundness of any project to continue.

Week 2 J.R. Dr. Maria Sevillano 02-05-2012 In this second week of school experience first hand the sweet and sour the experience to clarify my research topic on several occasions. However, each approach blunder ought not to falter in the attempt, so choose the adrenaline harmonize achieve all this occurs, put thoughts of peace and holding hands of God to try again, by my expression that says "no matter who you fall seven times, the important thing is to get up eight. " With this attitude and clarifications obtained good press on the way classes look forward to continuing the development of learning in each class to come, needed to grow as professionals.

Thanks,

Tania Suvero

Week 3 R.J. Dr. Maria Sevillano 02-12-2012

Each day of classes become for me in days of learning and enlightenment, these teachings I have been asleep or waking up one aspect might not exercised in my mind and I mean that aspect harmonious and sequential (x) problem. Understanding that important part of the analytic of a


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situation in our daily lives, for most practical to do, would move that we encounter as sequential aspect solution. I liked to start exercising this new worldview, so I keep waiting on the results.

Tania Suvero

Week 4 R.J. Dr. Maria Sevillano 02-19-2012 Learning this class continues to grow, I find it very interesting all this new world, because as we suggested in the classroom, I think it would be more profitable to have more time for learning this material, by the utility to the future that represents us. On the other hand was a very intense morning with all the information received to develop all respects to chapter 3, but the whole assembly portfolio and exposure, so I pray God help me make a good organization of my ideas, to flow properly and can do a job consistent with the approved indications and to stay with all the learning it contains.


Portafolio Educ