Literature Review: Demographics
Effect of Small Group Strategy Lessons on the Vocabulary and Comprehension Scores of Third Grades in Special Education
The paper presents a literature review’s demographic section on the impact of small group strategy lessons on third-grade students’ vocabulary and comprehension scores in education.
Demographic Data
The research was carried out at an elementary special education learning center of 510 students in third grade, having a high ELL demographic in semi-rural parts of Ontario, Canada. Sixty percent of the students are a minority ethnic group, forty percent are ELLs, and seventy percent originates from low-income households. The participants were 120 first through third-grade students. Since the school comprises a majority of low-income earners, it has a considerably elevated mobility rate of 20%. Throughout the annual school course, 30% of students undertaking English vocabulary and comprehension learning moved away. The study examined the student’s reading achievement data. This data constituted results from the school tests.
Target group
The study targets disabled third-grade students who experience reading difficulties in the English language. Setting small group strategy lessons for learners on Comprehension and vocabulary will permit teachers to monitor each student’s work more closely, thus, providing a chance to evaluate the learning strengths of the student, identify gaps in the reading development, and tailor lessons that are aimed at improving English language reading (Begeny et al., 2017).
Baseline Data
The baseline data for this research follows data released by the “Learning Disability Association of Ontario” that showed 60% of disabled grade three students experienced difficulty in reading the English language (Association”, 2018). The data trend depicts that the cumulative percentage of students in Special schools who struggled to learn the English language in 2018 increased by 15% from the previous year. This means that the number of disabled students who experience hardship in learning the English language was growing. The ever-increasing number of English learning difficulties among disabled young learners in Canada is due to a large number of immigrants to Canada. A statistic by the Ontario School Boards reveals that 15% of these students are considered English language learners.
References
Association”. ” d. (2018). Some recent Canadian sources for statistics on learning disabilities. Ontario: Idao. doi:http://www.ldao.ca/introduction-to-ldsadhd/articles/about-lds/learning-disabilities-statistics/
Begeny, J., Levy, R. A., & Field, S. A. (2017). Using Small-Group Instruction to Improve Students’ Reading Fluency: An Evaluation of the Existing Research. Journal of Applied School Psychology, 34(1), 1-29.