Doris L. Prater
University of Houston–Clear Lake
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Featured researches published by Doris L. Prater.
International Journal of Leadership in Education | 2009
Angus J. MacNeil; Doris L. Prater; Steve Busch
The purpose of the study was to investigate whether Exemplary, Recognized and Acceptable schools differ in their school climates, as measured by the 10 dimensions of the Organizational Health Inventory. Significant differences were found on all 10 dimensions of the Organizational Health Inventory, with Exemplary schools out‐performing Acceptable schools. No statistical significance was found between Exemplary and Recognized schools. Statistical significance was found, with Recognized schools out‐performing Acceptable schools on the Organizational Health dimensions of Goal focus and Adaptation. The findings of this study suggest that students achieve higher scores on standardized tests in schools with healthy learning environments.
Bilingual Research Journal | 1993
Doris L. Prater; Andrea B. Bermudez
The use of peer response groups in writing classrooms has become increasingly popular in recent years as emphasis has shifted from product to process. For the limited English proficient (LEP) student, however, interaction with peers or teacher has been more restricted. The present study investigated the effectiveness of the use of heterogeneous (in terms of language proficiency and ability) peer response groups with forty-six LEP students in grade four language arts classes. The results indicated significant differences on two measures of fluency for the subjects assigned to peer response groups; however, there was no difference in overall quality of compositions produced.
Reading Psychology | 1988
Doris L. Prater; C. Ann Terry
Three studies were conducted to examine the extent to which mapping strategies used in conjunction with basal reader stories enhanced the comprehension and writing performance of fifth-grade students. In Experiment 1, significant differences on a reading comprehension measure were found in favor of a group receiving key concept mapping strategies when compared to a control group, but no differences were found in the overall quality of compositions produced (N =30). The key-concept mapping strategy was found to work particularly well for those types of reading selections that were factual/informative in nature. Experiment 2 expanded the previous study to 80 subjects drawn from eight classrooms. In this study, the stories mapped were restricted to factual/informative type selections. A detailed scoring guide was developed in an attempt to pick up any differences in writing produced by the students. Again, significant differences were found on the reading comprehension measure, but no differences were found ...
TESOL Quarterly | 1990
Andrea B. Bermudez; Doris L. Prater
Long, M. H. (1983). Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition, 5, 177-193. Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(2), 207-228. Yule, G., Hoffman, P., & Damico, J. (1987). Paying attention to pronunciation: The role of self-monitoring in perception. TESOL Quarterly, 21(4), 765-768.
Reading Research and Instruction | 1990
Carol Pope; Doris L. Prater
Abstract The preferred prewriting Invention strategies of advanced, average, and basic ability 11th grade writers were compared. Students (n =212) in classes of teachers trained in a writing workshop were instructed in the use of eight prewriting heuristics suggested as useful by theorists in the field of composition. The students were surveyed as to usefulness of the respective strategies. Preferences were compared by level of student and relative rankings of the strategies were compiled. Implications for classroom instruction are stated.
Reading Psychology | 1985
Thomas C. Gee; Doris L. Prater; Betty Lee Criscoe
Fifty fifth‐grade students read passages at three readability levels from four content areas. They answered vocabulary, literal, and interpretive/applied questions based upon each passage, Significan differences in comprehension were, found across ability levels and across content areas. Students performed better, as might be expected, on literature and social studies passages than on mathematics and scientific materials. Teachers and test makers are encouraged to include a number of passages from a variety of content areas in informal and standardized tests.
Computers and Composition | 1993
David B. Palumbo; Doris L. Prater
Computers in Human Behavior | 1992
David B. Palumbo; Doris L. Prater
Society for Information Technology & Teacher Education International Conference | 2001
Doris L. Prater; Angus J. MacNeil
Educational Technology Research and Development | 1995
Dennis W. Spuck; Doris L. Prater; David B. Palumbo