runningheadteachingbasicsentencestructure.docVIP

Running Head: Teaching Basic Sentence Structure Teaching Basic Sentence Structure in a Web Site Incorporating Dual Coding Principles Jessica Warne California State University Northridge Table of Contents Abstract …………………………………………………………. 3 Introduction ……………………………………………………... 3 Literature Review ………………………………………………. 11 Methodology …………………………………………………… 21 Results …………………………………………………………. 34 Discussion ……………………………………………………... 54 Acknowledgements ……………………………………………. 65 References ……………………………………………………… 66 Appendix I: Observation Journal ………………………………. 69 Appendix II: Exit Interview – Student Responses ………… 80 Appendix III: Parent Permission Letter ……………………….. 83 Table 1: Student assessments over a 3-month period Table 2: Student assessments showing concrete language italicized Table 3: Instances of sentence structures in each assessment for each student Table 4: Summary of exit interview responses Abstract ESL students in a continuation high school used a web site called Write Now (a hypermedia learning environment) which provided instruction on how to write a number of basic complete sentence structures. The instructional design of the web site, based on Dual Coding Theory, utilized simultaneous visual and textual presentations for all instruction and assignments. After using the multimedia content for a 3-month period, students demonstrated they could successfully create the sentence structures in writing tasks outside the web site. The dual coding instructional design played a role in creating a high level of engagement for learners which encouraged them to stay on task. Extensive repetition and drill in the assignments and prompt teacher feedback also contributed to student success. Students acquired learning from the web site in independent study programs without teacher-directed classroom lessons. Introduction The Importance of Teaching Basic Sentence Structure All high school students in the