49
is more than a linear process of using reading to build schemata or writing about what we read. Integrated instruction results from participation in activities that promote the development of both reading and writing skills (Ramonda, 1997). Thus, there is still the need for proper writing conventions.
In an attempt to help these teacher candi-dates, I researched what was available to help the college-level
student; it was the
A+nywhere Learn-
ing System (A+LS)
computer software
program (2013).
The A+nywhere
Learning System is
an e-learning solution that consists of an instructional management system supported by core curriculum content for grades K-12 and adult learners. It can be delivered through a local area network (LAN), a wide area network (WAN), or the Internet. The A+LS courseware program contains over 130,000 assessment items designed to determine whether students have mastered specific skills. It allows students to take a pre-assessment to set up unique lessons for them. You can also hand-select questions for the pre-assessment, and it will design lessons for everyone to practice. While maintaining each student's privacy, the program would help him or her master skills at a unique pace. I designed a pre-assessment to quiz basic writing conventions to see if there were similar errors among the students. Out of 20 students, all 20 had problems with plural and singular possessives. Eighteen had problems with the use of the nominative and objective case pronouns. Based on the pre-assessment, I selected lessons that would instruct all of the students in those two areas. After they completed those lessons as well as the ones that were designed based on their other needs, I used the same test as a post-test. Student mastery of the plural and singular possessives improved 95%, and students’ correct uses of the nominative and objective case improved 90%. I could also see student progress at any time throughout the semester by monitoring student data. The success for these students using this software led us to make it available for all students, not only on the main campus, but all the satellite campuses as well. It was found to be helpful for the college students that did not pass the C-BASE test required to enter our teacher program. Hopefully, the full use of this program earlier in their college years will also help close the grammar/spelling gap, so these students can learn and then apply the grammar and spelling rules before they teach youngsters with malleable minds. Elementary
and secondary instruction must integrate correct grammar/spelling usage throughout the district with all teachers in all courses!
Computer-assisted instruction could be the answer for the K-12 school districts also.
I found each of the students to be more than willing to remediate their lack of knowledge, though with some tears of frustration and embarrassment. They told me they hated not having these skills and worried how this might affect their future. When I asked them why they thought they did not have them, many cited lack of training, their geographical area, and the misuse of grammar in their social environment and school.
“You sound funny in my hometown if you say it correctly,” exclaimed Connie. “Last week while visiting at home, I attended church with my parents and in conversation I said ‘We need a little more space between you and me!’ and I was politely corrected by a former teacher that it was between you and I!” (Note: The object of a preposition always uses the objective case of the pronoun.)
This example highlights the impact that professionals present as role models with every word they say. All teachers must be held accountable for correct grammar, even in con-versational speech, especially when it is within the educational environment. Students learn by example, and we never know when they are listening to us. We expect the communication arts teachers to use correct grammar, but ALL teachers should be held accountable for mastery of the English language. The No