Adapting healthy literacy diet plan as supplementary approach in vocabulary development among selected grade 7 students of Mariano Marcos Memorial High School
Bibliographic record
Abstract
Dependent readers often read less, have less exposure to print and therefore have limited sight vocabularies (Rief & Stern, 2010). In this study, the researchers examined effectiveness of adapting healthy literacy diet plan as supplementary approach in vocabulary development. The study targeted a group of 55 identified dependent readers among selected grade 7 students of Mariano Marcos Memorial High School. The intervention consisted of two treatments; treatment 1 was for twenty-three (23) dependent readers who used the diet literacy plan and treatment 2 was for twenty-two (22) identified dependent readers who used traditional vocabulary activities. Based on the findings, the researchers found out that adapting the modified model was effective in treatment 1. The score increased from means of 9.17 to 37.17, signifying a 72.23% improvement percentage rate. In Treatment 2, the score increased from means of 9.0 to 32.5, signifying a 52.22% improvement percentage rate. As compared both post-test results of each group signify that treatment 1 who used the healthy literacy model resulted to 10.40% higher compared to the group who did not utilize the model. The comparison of the two treatments determined the significant difference using adapted and standardized methods of word reading, reading fluency, reading comprehension, word attack skills and spelling. After six months of utilization, majority of the learners made substantial improvements in reading and reading fluency. Reading comprehension enhancements were more varied with almost a quarter of participants showing remarkable progress, while the remainder recorded considerably fewer notable gains (O’Rourke et al., 2016). The results were very encouraging to the researcher and demonstrated that research validated approaches can help at-stake readers close the gap with their typically developing peers.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".