WGU D180 TASK 2-PP Educational Research Questions with Answers,100% CORRECT

Capstone Purposed To address the issue of teachers finding it challenging to implement reading comprehension skills, the research problem seeks to be able to develop data-informed professional development. Through a professional development program, the teachers will learn about the benefits of reading comprehension and how to implement it. First Source Type of Source: The research that formed the basis of this academic article from Edutopia was carried out by teachers in a public school environment. Korbey, H. (2020). Is it Time to Drop ‘Finding the Main Idea’ and Teach Reading in a New Way? Edutopia. Relevance: This source is relevant to the research objective because it discusses the ineffective teaching strategies used in the current curricula and research on more up-to-date teaching strategies that will support the current students' development as readers. Source: According to this source, students do not receive enough instruction in students' comprehension of texts through current comprehension instruction practices like identifying a text's main idea and summarizing it. According to recent studies, students understand better when they can draw on prior knowledge of the subject matter of a text. Giving students texts that are more pertinent to and interesting to them will help with this. The use of digital texts by students can also be accomplished, given that this generation is more accustomed to technology. Strength and Weakness: One of this article's strengths is the discussion of data and observations from current public school teachers, which directly relates to what other educators are witnessing in classrooms. All educators can use it immediately because it was just published. This article is flawed because the author's level of expertise is not stated. Second Source Type of Source: An eBook found in WGU’s library. This would be a scholarly resource as it is a book from The Guilford Press. Comprehension Instruction : Research-Based Best Practices: SAGE Search for Western Governors University. (n.d.). %40redis&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d %3d#AN=1000479&db=nlebk Relevance: The use of reading and writing that are relevant to students' daily lives is discussed in this source, which is relevant to the study's objectives. This curriculum has been updated because we don't currently teach reading comprehension using it. Source: According to this source, students' reading comprehension skills will improve if they are given interesting texts to read and challenging tasks to complete. According to the source, encouraging students to read and write for nonacademic purposes—such as resolving a neighborhood issue—fosters reading comprehension development about a real-life problem that is relevant to students. Strength and Weakness: One of the advantages of this source is how thoroughly the editors of the book are introduced. Sheri R. works at the Institute of Child Development as an associate research scientist. Kathy Headley serves as the Associate Dean for Graduate Studies and Research in the College of Health, Education, and Human Development. These editors are uniquely qualified to advise teachers on how to teach reading comprehension because of their dual responsibilities. The problem with this source is that each chapter is written by a different author, and neither the authors' backgrounds nor their learning processes are mentioned. Teachers and anyone else who reads this book would like to know how the authors can share their ideas with others and how they became so knowledgeable, even though the editors are very knowledgeable in this field. Third Source Type of Source: A book that is academic and was written by an educational psychologist with Harvard training. Snow, C. (2002, January 1). Reading for Understanding: Toward an R&D program in reading Comprehension. RAND. Relevance: This source is relevant to the research question because it covers both the importance of updating the curriculum and instruction for all components as well as all of the smaller instructional components that support reading comprehension. Source: According to the source, student improvement will be constrained if instruction is not improved in high-level concepts that support comprehension, such as writing, text analysis, oral language production, vocabulary, and other high-level operations (Snow, C. 2002). The importance of changing the curriculum and texts that are currently available to educators is discussed in this source. These materials are not current or relevant to the world in which our students are growing up. Strength and Weakness: One of this source's strengths is its discussion of all curriculum flaws and what needs to be changed to see improvements in our students. Although this source is on the right track, it has the disadvantage of being out of date and will not discuss appropriate ways to update the curriculum to make it more applicable to our current educational system. Fourth Source Type of Source: an academic publication by Education Research International that was kept in the WGU library. Sidabutar, M. N. A., Sayed, B. T., Ismail, S. M., Quispe, J. T., Vicente, J. S. Y., Wekke, I. S., Shanan, A. J., & Nourabadi, S. (2022). Reading Digital Texts vs. Reading Printed Texts: Which One Is More Effective in Iranian EFL Context? Education Research International, 2022, 1–9. Relevance: Because it discusses a study to determine whether using printed or digital texts to teach students reading comprehension makes a bigger difference, this source is relevant to the research objective. The fact that today's students are more accustomed to and comfortable using digital tools makes this study more pertinent to their needs, according to educators who are aware of this fact. Source: To determine whether students who used digital or printed texts made more progress, the source used the same pre- and post-assessment procedures. The study found that compared to the group of students who used printed texts, the students who used digital texts made more progress in their reading comprehension. Strength and Weakness: One of this source's advantages is the documentation of a thorough investigation and its conclusions. The study was conducted on students whose first language was not English, which is this source's disadvantage. Even though there aren't many ELL students in my class, the results still apply to and are useful to all teachers. Fifth Source Type of Source: There is an eBook in the WGU library. This would be considered a scholarly resource since it is a book from Stenhouse Publishers. Strategies that Work, 3rd Edition : Teaching Comprehension for Engagement, . . .: SAGE Search for Western Governors University. (n.d.). %3d#AN=1521987&db=e000xna Relevance: Because it discusses using current and relevant text when teaching students reading comprehension, this source is relevant to the research objective. Source: If students are not reading relevant texts, engaging, or encouraging thought, it is pointless to try to get them interested in reading, claims the source. When students read books that they find interesting and that are appropriate for their reading levels, their comprehension of texts will likely improve, claims the author Stephanie Harvey. Strength and Weakness: This source has the benefit of discussing the importance of giving students relevant text as well as strategies, effective comprehension instruction, and comprehension overall, giving educators the ability to get the whole picture from a single book. The author of this source is anonymous, and it is unclear how she knows students' reading comprehension, which is a flaw in this source. Two Common Themes A common theme among the sources mentioned above is that educators are currently providing and utilizing out-of-date curricula for the students in today's classrooms. The research objective supports the idea that curriculum revision is required to enhance students' reading comprehension, which is consistent with this recurrent theme. The need to update the texts that are used with students is another recurring theme in the aforementioned sources, whether through the use of more relevant and engaging texts or through the use of digital texts. The fact that this common theme reinforces the necessity of updating the curriculum and the potential application of digital tools in doing so helps the research achieve its goal. Theme summarizes The first common theme, which is discussed in the conclusion, emphasizes how important it is to update and modify the current curricula being offered to better serve students. The significance of the texts not being interesting to and relevant to students is emphasized in the second common theme, along with the suggestion that digital texts should be used in place of print texts. These subjects are linked because they both acknowledge the need for curriculum revision and some potential strategies for doing so in light of the demands of the current student generation.