LEADER 00000nam  2200349   4500 
001    AAI3106551 
005    20080312151218.5 
008    080312s2003                        eng d 
020    9780496541164 
035    (UMI)AAI3106551 
040    UMI|cUMI 
100 1  Jackson, Wanda G 
245 14 The effects of brain-compatible instruction on reading 
300    146 p 
500    Source: Dissertation Abstracts International, Volume: 64-
       09, Section: A, page: 3233 
500    Adviser:  Lilburn Hoehn 
502    Thesis (Ph.D.)--Walden University, 2003 
520    The purpose of this study was to examine the effects of 
       brain-compatible instruction on reading scores. Study 
       participants were students in Grades 1 and 2 for the 
       school years 1992--1996 and 1997--2001 for whom total 
       reading scores of the Iowa Test of Basic Skills were on 
       file. Before and during the second 5-year segment, 
       teachers were taught through staff development seminars 
       how to use brain-based instructional strategies. This 
       study included a comparison of average reading scores of 
       two 5-year periods: the first 5-year period was prior to 
       the brain-based instructional training, whereas during the
       second 5-year segment, teachers had received the brain-
       based instructional training. To further determine 
       differences, each year of the first 5 years was compared 
       with each year of the second 5 years. The teachers 
       completed a questionnaire to provide data about the 
       implementation and effectiveness of the brain-based 
       instructional strategies used during the second 5-year 
       segment. Statistical tests used to evaluate the reading 
       score data were the  t test, the ANOVA, and the Scheffe 
520    The findings of this study supported claims in the 
       literature that brain-based teaching strategies would lead
       to improved academic performance. The first-grade students
       investigated in this study improved their reading 
       performance markedly in successive years of exposure to 
       brain-based teaching. The second-grade students showed 
       even greater performance benefits as an outcome of the 
       exposure to brain-based teaching strategies, possibly 
       because of an earlier exposure when they were first-
520    The main conclusion drawn from the findings was that brain
       -based teaching strategies yield significant and 
       measurable benefits in terms of student performance 
       outcomes when teachers are both trained in the use of such
       strategies and sustain the motivation to pursue success 
       through their application in the classroom 
590    School code: 0543 
590    DDC 
650  4 Education, Elementary 
650  4 Education, Reading 
690    0524 
690    0535 
710 2  Walden University 
773 0  |tDissertation Abstracts International|g64-09A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/