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Essay / Research Paper Abstract
A 3 page paper using reading level scores of two samples of 10 students each to determine t test results of comparing the two groups. The purpose of the paper is to describe a problem in education that can be statistically analyzed. Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: CC6_KSeduResRdg.rtf
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Unformatted sample text from the term paper:
to be less direct attention to the issue than in the past, perhaps because of governments and parents recent focus on results and achievement. In years past, however, there
has been intense and heated debate over the value of whole language instruction versus the more formal and rules-oriented phonics approach. The purpose here is to devise a test
for comparing those trained in whole language and those trained first in phonics. Effective Differences The end result of both approaches is the
same, of course, with only the exception that those trained in the whole language approach may have greater difficulty accepting and using rules of spelling.
Proponents of the whole-language approach hold that the key to instilling a love of learning lies in actively avoiding thwarting young childrens natural curiosity and excitement over learning
something new. Thus a four-year-old in a Montessori class may use the moveable alphabet found in every Montessori classroom to form the message, "I wuz vere hape" (which translates
to "I was very happy"), while an older child in a more traditional classroom learns rules and sounds before attempting to use that knowledge in a sentence. A criticism
of whole language instruction, however, is that many children have difficulty moving from totally free self-expression to mastering the nuances of spelling, grammar, tense and other issues of writing. Assessing
Differences A test appropriate for measuring differences between those trained in whole language and those trained in phonics can be one in which
students are tested on spelling. Comprehension is not a valid measure, because some children are "word callers rather than readers because they construct no meaning" (Manning, 2004; p. 86).
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