Briefly Describe Their Studies Independent And Dependent Var

Briefly Describe Their Studies Independent Variable Dependent Variab

Briefly describe their studies’ independent variable, dependent variable, and measures. Students will describe in full their proposed research design and write step-by-step procedures for conducting their research. The writing of the procedures should be such that it could be easily replicated. Students will also discuss how they plan to ensure internal validity of their research. Describe fully why your study meets the criteria for research, and not just intervention with data collection.

Paper For Above instruction

The research study aims to investigate whether scaffolding can improve reading achievement among grade 2 early childhood learners with low reading skills. Utilizing a single-case design approach, this study focuses on a specific, manageable sample to evaluate the effectiveness of an educational intervention tailored for children showing reading difficulties. Single-case design allows for detailed examination of individual responses to the intervention, providing evidence of its potential efficacy (Kratochwill, 2015). This approach is appropriate because it targets a narrow population and seeks to establish causal relationships between the intervention and reading outcomes.

The independent variable in this study is the level of scaffolding provided to the participants. Scaffolding involves structured support from teachers or adults aimed at assisting children to develop reading skills, gradually withdrawn as the child gains independence. The key aspect of the independent variable is the intervention itself—systematic scaffolding techniques applied during reading activities. The children’s grade level, specifically grade 2, serves as a contextual variable indicating the developmental stage relevant to the intervention.

The dependent variable is the reading achievement of the children, which will be operationalized and measured through standardized assessment scores, reading fluency rates, comprehension accuracy, and observational measures of engagement during reading activities. Reading achievement will be categorized as high or low based on pre-established benchmarks relative to grade-level expectations. These measures will provide quantitative and qualitative data to evaluate the impact of scaffolding.

To ensure replicability, the research procedures will be clearly defined in sequential steps. First, a sample of grade 2 learners with confirmed reading difficulties will be selected through screening assessments. Consent will be obtained from parents or guardians, and ethical approvals will be secured according to institutional guidelines. In the baseline phase, each child's reading performance will be assessed over multiple sessions to establish initial levels. Next, the intervention phase will commence, involving systematic scaffolding strategies such as guided reading, prompting, and modeling, applied consistently across sessions. Teachers or trained researchers will deliver these scaffolding techniques following a detailed protocol that specifies session duration, types of prompts, and fading procedures.

Data collection will occur through repeated measures during baseline, intervention, and follow-up phases. Throughout, fidelity checks will be conducted to ensure the scaffolding is delivered consistently, and fidelity data will be recorded. The final phase involves withdrawal or fading of scaffolding to observe whether reading gains are maintained, thereby assessing the intervention's lasting effects.

Measures of internal validity will be strengthened by carefully selecting children with authentic reading difficulties confirmed through standardized testing. The small sample size will enhance data accuracy and reduce variability, which is essential for single-case designs. Furthermore, utilizing multiple baseline assessments and staggered intervention implementation across participants will control for extraneous variables and threats to internal validity (Kratochwill, 2015). Consistent adherence to the intervention protocol, ongoing fidelity monitoring, and thorough training of intervention providers will further reduce bias and enhance internal validity.

This study qualifies as genuine research because it involves systematic investigation aimed at understanding the causal impact of scaffolding on reading achievement. Unlike mere intervention with data collection, this project employs scientific methodologies—careful participant selection, controlled procedures, repeated measurements, and rigorous fidelity checks—to generate generalizable evidence about the intervention’s effectiveness. The findings could inform instructional practices and contribute to the broader literature on early literacy interventions.

References

• Kratochwill, T. R. (2015). Single-case research design and analysis: An overview. Single-Case Research Design and Analysis (Psychology Revivals), 1-14.
• Salem, A. A. M. S. (2017). Scaffolding reading comprehension skills. English Language Teaching, 10(1), 97-111.
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• Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in autism spectrum disorder. Exceptional Children, 71(2), 165-179.
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• Waxman, H. C., & Morelli, N. (2018). Evidence-based practices in early childhood education. Teachers College Record, 120(4), 1-40.
• Yin, R. K. (2018). Case study research and applications: Design and methods. Sage publications.