http://hdl.handle.net/2374.OX/4081 2013-05-22T18:08:56Z http://hdl.handle.net/2374.OX/107962 When does retention have the greatest positive impact on a student's academic success? Kosiba, Judith The goal of this study is to understand and develop information for retention and social promotion which will provide insight for administrators, teachers, and parents in determining how and when students can achieve academic success, and if they are to be retained or socially promoted. Information was collected on achievement in academic areas while looking at other areas such as: discipline, attendance, intervention, age, and transient moves. The study examines these areas to determine whether they factors success or failure of a retained or placed student. Examining school records, it was determined that a student retained in early elementary school was the main predictor of significant academic success. 2009-04-10T08:21:39Z http://hdl.handle.net/2374.OX/4236 Vocabulary Growth in Preschool Children Whose Teachers Use Instructional Conversation Strategies Based on Storybooks Mickey, Deborah S. Four preschool classrooms located in African American neighborhoods in Cincinnati, Ohio were the setting for a study of strategies to enhance vocabulary learning. Target vocabulary was chosen from theme-related storybooks. Strategies to promote instructional conversations included linking vocabulary to specific materials in various learning centers and using vocabulary during classroom routines like family-style meals. Both children and adults in the classrooms where the conversational strategies were implemented showed gains in target vocabulary knowledge and use up to 2 months after the instruction. The literature review and teacher responses to the in-classroom aspect of the study lead to the conclusion that work should continue to develop strategies to increase vocabulary learning that may be easily implemented in all early childhood settings. 2008-07-07T16:17:47Z