title: Reading Comprehension Instruction of Effective Grades 5 and 6 Saint Lucian Teachers

authors: Sargusingh-Terrance, Lisa Merlene

subjects: Reading Comprehension Instriction

abstract: This study set out primarily to investigate the nature of reading comprehension instruction in Saint Lucia, and to examine the explanations of teachers with regard to the factors that they perceive contribute to Grade 6 students' failure in the main idea comprehension test in the national Common Entrance Examination in Saint Lucia.  Four effective Grades 5 and 6 teachers (two per grade) from two Saint Lucian primary schools participated in a total of four individual semi-structured interviews and were observed in their regularly scheduled reading comprehension lessons.  A total of 27 lessons were observed and audio tape-recorded to examine the nature of reading comprehension instruction in the classrooms.  From this cohort of lessons, a sample of 16 lessons was randomly selected and transcribed to determine the presence of direct instruction in comprehension strategies, and the quality of instruction that took place. This quality was measured and described in terms of the elements of the Direct Instruction Model (Pearson  Dole, 1987), the nature of questioning, and time allotted to instruction. This data was also used to make comparisons between Grades 5 and 6 classes.  The results show that the four teachers perceived that there are four areas of blame for students' poor performance in reading comprehension: the teacher's inability to instruct, the students' poor decoding and comprehension abilities, the inadequacy of the main idea test, and the teaching materials available for teaching comprehension.  However, the main factor perceived by teachers as contributing to the students' poor performance is teachers' inability to instruct.  Nonetheless, the observation of the Grades 5 and 6 effective teachers' reading comprehension lessons showed that these teachers were indeed teaching a number of comprehension strategies.  They relied predominantly on the question answering strategy in all their lessons which was mainly taught in combination with other strategies.  However, it was the teaching of summarization through the main idea that was the dominant strategy more explicitly taught in 7 of the 16 lessons observed, appearing more frequently in the Grade 6 classes.  An assessment of the quality of the reading comprehension instruction revealed that 11 of1 6 lessons, included all the four elements of direct instruction, and were rated as 'excellent' in quality.  None of the lessons had fewer than two elements identified on the model.  An assessment of the types of questions asked also showed that questioning was used both for the purpose of assessment and as an instructional strategy.  The timing of the lessons support the quality of instruction, as 90% of the total time observed was allotted to instruction.  The greater portion of that time went to guided practice (38%) and independent practice (33%) of reading comprehension strategies.  This study shows that explicit comprehension instruction of strategies is evident in the reading comprehension classes of the 4 effective Saint Lucian Grades 5 and 6 teachers.  It is therefore recommended that educational officials ensure that similar practices are maintained in other Saint Lucian classes, that the reading comprehension instruction practices of a wider cross section of Saint Lucian teachers be examined, and that future research looks into other probable causes of students' failure on the main idea comprehension test.

text: Reading Comprehension Instruction of Effective Grades 5 and 6 Saint Lucian Teachers This study set out primarily to investigate the nature of reading comprehension instruction in Saint Lucia, and to examine the explanations of teachers with regard to the factors that they perceive contribute to Grade 6 students' failure in the main idea comprehension test in the national Common Entrance Examination in Saint Lucia.  Four effective Grades 5 and 6 teachers (two per grade) from two Saint Lucian primary schools participated in a total of four individual semi-structured interviews and were observed in their regularly scheduled reading comprehension lessons.  A total of 27 lessons were observed and audio tape-recorded to examine the nature of reading comprehension instruction in the classrooms.  From this cohort of lessons, a sample of 16 lessons was randomly selected and transcribed to determine the presence of direct instruction in comprehension strategies, and the quality of instruction that took place. This quality was measured and described in terms of the elements of the Direct Instruction Model (Pearson  Dole, 1987), the nature of questioning, and time allotted to instruction. This data was also used to make comparisons between Grades 5 and 6 classes.  The results show that the four teachers perceived that there are four areas of blame for students' poor performance in reading comprehension: the teacher's inability to instruct, the students' poor decoding and comprehension abilities, the inadequacy of the main idea test, and the teaching materials available for teaching comprehension.  However, the main factor perceived by teachers as contributing to the students' poor performance is teachers' inability to instruct.  Nonetheless, the observation of the Grades 5 and 6 effective teachers' reading comprehension lessons showed that these teachers were indeed teaching a number of comprehension strategies.  They relied predominantly on the question answering strategy in all their lessons which was mainly taught in combination with other strategies.  However, it was the teaching of summarization through the main idea that was the dominant strategy more explicitly taught in 7 of the 16 lessons observed, appearing more frequently in the Grade 6 classes.  An assessment of the quality of the reading comprehension instruction revealed that 11 of1 6 lessons, included all the four elements of direct instruction, and were rated as 'excellent' in quality.  None of the lessons had fewer than two elements identified on the model.  An assessment of the types of questions asked also showed that questioning was used both for the purpose of assessment and as an instructional strategy.  The timing of the lessons support the quality of instruction, as 90% of the total time observed was allotted to instruction.  The greater portion of that time went to guided practice (38%) and independent practice (33%) of reading comprehension strategies.  This study shows that explicit comprehension instruction of strategies is evident in the reading comprehension classes of the 4 effective Saint Lucian Grades 5 and 6 teachers.  It is therefore recommended that educational officials ensure that similar practices are maintained in other Saint Lucian classes, that the reading comprehension instruction practices of a wider cross section of Saint Lucian teachers be examined, and that future research looks into other probable causes of students' failure on the main idea comprehension test.

year: 2008

title: Internationalization of the Yarra Valley Wine Industry Cluster

authors: Sedoglavich, Milan

subjects: internationalization process

abstract: This research investigates the ways in which firms in the cluster approach the process
of internationalization through exploring the influence of business clustering and how
it benefits firms in entering foreign markets. The purpose was to understand this
process to enable firms to develop successful international strategies to expand in
foreign markets. The focus of the study is on the Yarra Valley Wine Industry Cluster,
the oldest wine growing region in Victoria, Australia. This research examined of
Australian wineries to join together in order to achieve greater competitiveness in
collaboration when entering foreign markets due to ever increasing global
competition.
This paper was an exploratory study that used qualitative information gathered from
the case study firms to provide practical framework for the execution of the research
using a multiple-case study design.
The findings show the following: first, some of the wineries gain their perceptions of
the foreign markets from their relationships with, as well as, by the input and
suggestions of the distributors, agents, and partners in a particular market, while
others seem to distance themselves from their international environments and only
focus on serving domestic/local markets exclusively. Second, personal networks play
an important role when it comes to the internationalization process of the wineries
because they provide access to market knowledge. Third, cooperation among cluster
firms plays a very limited role in assisting wineries in foreign market expansion; it
has only been of benefit when it came to dealing with local issues. The cluster has
played only a minor role, if any, when it comes to the internationalization of the
cluster firms. Clustering has been identified as a place where wineries exchange
knowledge, and techniques, in regards to wine production, or come together in a joint
effort to sort out local issues. However, the cluster does not provide assistance to
individual wineries entering international marketplaces.
In conclusion there was a distinctive lack of active support and organization from the
cluster with regard to the international expansion due to the lack of leadership and
joint direction among cluster members. This is where local government could take
more proactive role to facilitate better usage of geographical clusters.
The findings could improve the company decision-making process. Understanding
the advantages and disadvantages of clustering as a means for the future international
expansion can be useful in helping to develop international strategies for firms. This
would be of great significance to business practitioners because this may have a
crucial impact on the competitive advantage of firms in foreign markets. In addition
to having significant implications for practice, the investigation has implications for
international business research because it provides a better understanding of the role
of a cluster in the internationalization.

text: Internationalization of the Yarra Valley Wine Industry Cluster This research investigates the ways in which firms in the cluster approach the process
of internationalization through exploring the influence of business clustering and how
it benefits firms in entering foreign markets. The purpose was to understand this
process to enable firms to develop successful international strategies to expand in
foreign markets. The focus of the study is on the Yarra Valley Wine Industry Cluster,
the oldest wine growing region in Victoria, Australia. This research examined of
Australian wineries to join together in order to achieve greater competitiveness in
collaboration when entering foreign markets due to ever increasing global
competition.
This paper was an exploratory study that used qualitative information gathered from
the case study firms to provide practical framework for the execution of the research
using a multiple-case study design.
The findings show the following: first, some of the wineries gain their perceptions of
the foreign markets from their relationships with, as well as, by the input and
suggestions of the distributors, agents, and partners in a particular market, while
others seem to distance themselves from their international environments and only
focus on serving domestic/local markets exclusively. Second, personal networks play
an important role when it comes to the internationalization process of the wineries
because they provide access to market knowledge. Third, cooperation among cluster
firms plays a very limited role in assisting wineries in foreign market expansion; it
has only been of benefit when it came to dealing with local issues. The cluster has
played only a minor role, if any, when it comes to the internationalization of the
cluster firms. Clustering has been identified as a place where wineries exchange
knowledge, and techniques, in regards to wine production, or come together in a joint
effort to sort out local issues. However, the cluster does not provide assistance to
individual wineries entering international marketplaces.
In conclusion there was a distinctive lack of active support and organization from the
cluster with regard to the international expansion due to the lack of leadership and
joint direction among cluster members. This is where local government could take
more proactive role to facilitate better usage of geographical clusters.
The findings could improve the company decision-making process. Understanding
the advantages and disadvantages of clustering as a means for the future international
expansion can be useful in helping to develop international strategies for firms. This
would be of great significance to business practitioners because this may have a
crucial impact on the competitive advantage of firms in foreign markets. In addition
to having significant implications for practice, the investigation has implications for
international business research because it provides a better understanding of the role
of a cluster in the internationalization.

year: 2009

title: The general cognitive ability of Maori and European subjects: a comparative study of Queensland test performances and psychometric properties

authors: St George, Ross

abstract: Research was undertaken into the performances of New Zealand Maori and European children on the Queensland Test of Cognitive Abilities. In addition to studying the comparative performances of the two ethnic groups at six age levels, major psychometric properties of the instrument were investigated. Such data have an important bearing upon the issue of psychological equivalence across ethnic or culture group samples.
Seven hundred children (303 Maori and 397 European) aged between eight and a half and fourteen and a half years were tested with the Queensland Test. A small statistically significant ethnic group difference was found favouring the European children. Subsequent analyses indicated that the small difference was of little practical significance. Queensland Test subtest data were also analysed, This indicated that subtest performances were likely to be influenced by subject variables in a manner not necessarily evident in the overall test results. Gender differences in performance on the Pattern Matching Subtest were found and are consistent with other data. 
Queensland Test reliability, validity and item characteristics were researched for the two ethnic groups. 
To obtain test-retest reliability estimates and data on criterion related validity longitudinal studies were undertaken with four ethnically mixed class groups Standard 3 to Form 2). 
The Queensland Test was found to be equally reliable with both ethnic groups although the levels of reliability obtained were not considered entirely satisfactory. 
Validity data indicated that the same general intelligence construct could be employed in the interpretation of Queensland Test results with both European and Maori subjects. Content validity issues were considered and it was argued that in terms of both test content and measurement procedures the Queensland Test should provide an equally valid measure of general intelligence with both groups. 
The criterion related validity coefficients were of approximately the same order for each ethnic group although doubts were expressed about the adequacy of the criteria. Construct validity was investigated by considering the relationship of test performance to age and through factor analytic evidence. The analyses supported the view that the Queensland Test was primarily a measure of the same underlying construct within each ethnic group. In terms of prevailing psychological theories on human intelligence this construct was interpreted as being of a general intelligence nature.
Comparative data on item characteristics did not indicate any marked ethnic group differences. More apparent was the need to restructure particular subtests where items failed to discriminate adequately within both ethnic groups. It was concluded that the weight of evidence was in favour of the psychological equivalence of this ability measure with Maori and European children. 
Data for combined ethnic group samples have been reported, Pooled data were employed in some factor analyses and these supported a general intelligence interpretation of Queensland Test results. Preliminary norms were also derived from combined ethnic group data. 
Findings are discussed in relation to the concept of intelligence and its cross-cultural measurement, other Queensland Test research and recent cross-cultural studies on cognitive abilities in New Zealand.

text: The general cognitive ability of Maori and European subjects: a comparative study of Queensland test performances and psychometric properties Research was undertaken into the performances of New Zealand Maori and European children on the Queensland Test of Cognitive Abilities. In addition to studying the comparative performances of the two ethnic groups at six age levels, major psychometric properties of the instrument were investigated. Such data have an important bearing upon the issue of psychological equivalence across ethnic or culture group samples.
Seven hundred children (303 Maori and 397 European) aged between eight and a half and fourteen and a half years were tested with the Queensland Test. A small statistically significant ethnic group difference was found favouring the European children. Subsequent analyses indicated that the small difference was of little practical significance. Queensland Test subtest data were also analysed, This indicated that subtest performances were likely to be influenced by subject variables in a manner not necessarily evident in the overall test results. Gender differences in performance on the Pattern Matching Subtest were found and are consistent with other data. 
Queensland Test reliability, validity and item characteristics were researched for the two ethnic groups. 
To obtain test-retest reliability estimates and data on criterion related validity longitudinal studies were undertaken with four ethnically mixed class groups Standard 3 to Form 2). 
The Queensland Test was found to be equally reliable with both ethnic groups although the levels of reliability obtained were not considered entirely satisfactory. 
Validity data indicated that the same general intelligence construct could be employed in the interpretation of Queensland Test results with both European and Maori subjects. Content validity issues were considered and it was argued that in terms of both test content and measurement procedures the Queensland Test should provide an equally valid measure of general intelligence with both groups. 
The criterion related validity coefficients were of approximately the same order for each ethnic group although doubts were expressed about the adequacy of the criteria. Construct validity was investigated by considering the relationship of test performance to age and through factor analytic evidence. The analyses supported the view that the Queensland Test was primarily a measure of the same underlying construct within each ethnic group. In terms of prevailing psychological theories on human intelligence this construct was interpreted as being of a general intelligence nature.
Comparative data on item characteristics did not indicate any marked ethnic group differences. More apparent was the need to restructure particular subtests where items failed to discriminate adequately within both ethnic groups. It was concluded that the weight of evidence was in favour of the psychological equivalence of this ability measure with Maori and European children. 
Data for combined ethnic group samples have been reported, Pooled data were employed in some factor analyses and these supported a general intelligence interpretation of Queensland Test results. Preliminary norms were also derived from combined ethnic group data. 
Findings are discussed in relation to the concept of intelligence and its cross-cultural measurement, other Queensland Test research and recent cross-cultural studies on cognitive abilities in New Zealand.

year: 1977