Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction

2017 ◽  
Vol 60 (11) ◽  
pp. 3237-3258 ◽  
Author(s):  
Howard Goldstein ◽  
Robyn A. Ziolkowski ◽  
Kathryn E. Bojczyk ◽  
Ana Marty ◽  
Naomi Schneider ◽  
...  
Keyword(s):  
Language Learning ◽  
Hierarchical Linear Modeling ◽  
Word Learning ◽  
Low Income ◽  
Vocabulary Instruction ◽  
Vocabulary Knowledge ◽  
Academic Vocabulary ◽  
High Poverty ◽  
High Poverty Schools ◽  
Linear Modeling

PurposeThis study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools.MethodEffects of a supplemental intervention targeting academic vocabulary in first through third grades were evaluated with 241 students (6–9 years old) from low-income families, 48% of whom were retained for the 3-year study duration. Students were randomly assigned to vocabulary instruction or comparison groups.ResultsCurriculum-based measures of word recognition, receptive identification, expressive labeling, and decontextualized definitions showed large effects for multiple levels of word learning. Hierarchical linear modeling revealed that students with higher initial Peabody Picture Vocabulary Test–Fourth Edition scores (Dunn & Dunn, 2007) demonstrated greater word learning, whereas students with special needs demonstrated less growth in vocabulary.ConclusionThis model of vocabulary instruction can be applied efficiently in high-poverty schools through an automated, easily implemented adjunct to reading instruction in the early grades and holds promise for reducing gaps in vocabulary development.

scholarly journals Nutrition Education Among Low-Income Older Adults: A Randomized Intervention Trial in Congregate Nutrition Sites

2006 ◽  
Vol 33 (3) ◽  
pp. 374-392 ◽  
Author(s):  
Roger E. Mitchell ◽  
Sarah L. Ash ◽  
Jacquelyn W. McClelland
Keyword(s):  
Older Adults ◽  
Nutrition Education ◽  
Hierarchical Linear Modeling ◽  
Low Income ◽  
Limited Resource ◽  
Well Being ◽  
Linear Modeling ◽  
Randomized Design ◽  
Randomized Intervention ◽  
And Control

Nutritional well-being among older adults is critical for maintaining health, increasing longevity, and decreasingthe impactofchronicillness. However, few well-controlledstudies have examinednutritionalbehav ior change among low-income older adults. A prospective, controlled, randomized design examined a fivesession nutrition education module delivered to limited-resource older adults ( N = 703) in Congregate Nutrition sites by Cooperative Extensionagents. Experimentalgroupparticipantswere significantly more likely than con trol groupparticipants to increase multivitamin use, to increase calcium supplementuse, to read labels of dietary supplements, to carry a supplement and/or medication list, and to discuss such use with their health care profes sional. The study addresses weaknesses in the literature by using a theoretically derived education component, implementing the intervention within a setting regularly used by low-income older adults, employing random ized assignment to intervention and control conditions, and using hierarchical linear modeling to deal with “nested” data.

Woordenschatonderwijs en Leren Leren

1995 ◽  
Vol 53 ◽  
pp. 11-23
Author(s):  
Carolien Schouten-van Parreren
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Word Learning ◽  
Vocabulary Instruction ◽  
Foreign Language Learning ◽  
L2 Acquisition ◽  
Unknown Words ◽  
Acquisition Processes ◽  
L1 And L2

Vocabulary acquisition is considered to be one of the most important aspects of foreign language learning, but also of L1 and L2 acquisition. Besides obvious differences, the three language acquisition processes show remarkable similarities, particularly regarding word learning strategies. In this framework the following questions are dealt with: (1) What is the role of word learning strategies in vocabulary instruction? (2) To what extent do pupils differ in word learning strategies? (3) How to best promote that pupils not only acquire, but actually use the acquired strategies? With respect to the first question, the goals of vocabulary instruction and the ways to reach these goals (e.g. by wide reading, using different strategies or attending direct instruction) are made explicit. The second question is illustrated with an example from qualitative research on the differences between strong and weak pupils who were required to guess the meaning of unknown words from illustra-ted texts. As to the third question, the cognitive, affective and motivational conditions for acquiring, valuing and actually using word learning strategies are being discussed.

scholarly journals The Impact of SES on Language Domain in Kindergartners’ Quick Interactive Language Screener (QUILS) Performance

2021 ◽  
pp. 152574012110174
Author(s):  
Brian K. Weiler ◽  
Allyson L. Decker
Keyword(s):  
Socioeconomic Status ◽  
Language Learning ◽  
Learning Processes ◽  
High Poverty ◽  
High Poverty Schools ◽  
Fast Mapping ◽  
The Impact ◽  
The Relationship ◽  
Very High

To explore the relationship between socioeconomic status (SES) and language domain (vocabulary, syntax, process), the QUILS was administered to 212 kindergartners. Children from very-high poverty schools performed significantly below children from high poverty and mid-low poverty schools. SES impacts language-learning processes (i.e., fast mapping) in addition to language products (i.e., vocabulary, syntax).

Concentrated Poverty in U.S. Schools and Adolescents’ Risk of Being Overweight

2020 ◽  
pp. 232949652097854
Author(s):  
Jennifer March Augustine ◽  
Lilla Pivnick ◽  
Julie Skalamera Olson ◽  
Robert Crosnoe
Keyword(s):  
Low Income ◽  
Future Research ◽  
Adult Health ◽  
High Poverty ◽  
High Poverty Schools ◽  
Economic Segregation ◽  
Adolescent Students ◽  
School Poverty ◽  
Low Income Families ◽  
Course Outcomes

The economic segregation of U.S. schools undermines the academic performance of students, particularly students from low-income families who are often concentrated in high-poverty schools. Yet it also fuels the reproduction of inequality by harming their physical health. Integrating research on school effects with social psychological and ecological theories on how local contexts shape life course outcomes, we examined a conceptual model linking school poverty and adolescent students’ weight. Applying multilevel modeling techniques to the first wave of data (1994–1995) from the National Longitudinal Study of Adolescent to Adult Health (Add Health; n = 18,924), the results revealed that individual students’ likelihood of being overweight increased as the concentration of students from low-income families in their schools increased, net of their own background characteristics. This linkage was connected to a key contextual factor: the exposure of students in high-poverty schools to other overweight students. This exposure may partly matter because of the lower prevalence of dieting norms in such schools, although future research should continue to examine potential mechanisms.

scholarly journals Bidirectional Associations between Physical Activity and Sleep in Early-Elementary-Age Latino Children with Obesity

Sports ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 26
Author(s):  
Justin J. Merrigan ◽  
Kristina M. Volgenau ◽  
Allison McKay ◽  
Robyn Mehlenbeck ◽  
Margaret T. Jones ◽  
...  
Keyword(s):  
Physical Activity ◽  
Sleep Duration ◽  
Hierarchical Linear Modeling ◽  
Low Income ◽  
Sleep Efficiency ◽  
Latino Children ◽  
Linear Modeling ◽  
Sleep Habits ◽  
Modifiable Factors ◽  
Bidirectional Associations

Low-income Latino children are at high risk for obesity and associated comorbidities. Considering the health benefits of proper sleep habits and physical activity, understanding the patterns, or the relationship between these modifiable factors may help guide intervention strategies to improve overall health in this population. Thus, the purpose was to investigate bidirectional associations between physical activity and sleep among Latino children who are overweight/obese. Twenty-three children (boys, 70%; overweight, 17%; obese, 83%) (age 7.9 ± 1.4 years) wore activity monitors on their wrist for 6 consecutive days (comprising 138 total observations). Hierarchical linear modeling evaluated temporal associations between physical activity (light physical activity, LPA; moderate to vigorous activity, MVPA) and sleep (duration and efficiency). Although there was no association between MVPA and sleep (p > 0.05), daytime LPA was negatively associated with sleep duration that night (estimate ± SE = −10.77 ± 5.26; p = 0.04), and nighttime sleep efficiency was positively associated with LPA the next day (estimate ± SE = 13.29 ± 6.16; p = 0.03). In conclusion, increased LPA may decrease sleep duration that night, but increasing sleep efficiency may increase LPA the following day. Although further investigation is required, these results suggest that improving sleep efficiency may increase the level of physical activity reached among Latino children who are overweight/obese.

Teacher Turnover in High-Poverty Schools: What We Know and Can Do

2015 ◽  
Vol 117 (3) ◽  
pp. 1-36 ◽  
Author(s):  
Nicole Simon ◽  
Susan Moore Johnson
Keyword(s):  
Working Conditions ◽  
Low Income ◽  
Students Of Color ◽  
Teacher Turnover ◽  
School Context ◽  
High Poverty ◽  
High Poverty Schools ◽  
Low Income Students ◽  
Policy Makers ◽  
The Poor

Background/Context Over the past three decades, teacher turnover has increased substantially in U.S. public schools, especially in those serving large portions of low-income students of color. Teachers who choose to leave high-poverty schools serving large numbers of students of color usually transfer to schools serving wealthier, Whiter student populations. Some researchers have interpreted this trend to mean that “teachers systematically favor higher-achieving, non-minority, non-low-income students.” These ideas have influenced policy analysis concerning high-poverty schools but offered little guidance for those who would address this problem. Purpose/Objective/Research Question/Focus of Study This article presents an alternative explanation for turnover—one grounded in organizational theory and substantiated by an emerging line of research. In doing so, it reframes the debate over what fuels high rates of teacher turnover in high-poverty schools and provides advice for policy makers and practitioners, as well as recommendations for productive possibilities for future research. Research Design This article reviews six studies analyzing turnover as a function of school context rather than as a function of student demographics. Based on the patterns regarding what factors influence teacher departures across these studies, we pursue these predictors by summarizing what is known about them and how each supports teachers’ work. Findings/Results The six overarching studies reviewed here collectively suggest that teachers who leave high-poverty schools are not feeing their students. Rather, they are feeing the poor working conditions that make it difficult for them to teach and for their students to learn. The working conditions that teachers prize most—and those that best predict their satisfaction and retention—are social in nature. They include school leadership, collegial relationships, and elements of school culture. Conclusions/Recommendations The poor working conditions common in America's neediest schools explain away most, if not all, of the relationship between student characteristics and teacher attrition. This is important because, unlike demographic characteristics of students, working conditions can be addressed. Policy makers and practitioners have many options for improving aspects of the school environment, and, although more research can inform this work, much is already known about what matters to teachers as they are deciding whether to continue teaching in their schools.

scholarly journals Impact of Using CALL on Iranian EFL Learners' Vocabulary Knowledge

2015 ◽  
Vol 9 (1) ◽  
pp. 173 ◽  
Author(s):  
Melor Md Yunus ◽  
Hadi Salehi ◽  
Mahdi Amini
Keyword(s):  
Language Learning ◽  
Vocabulary Acquisition ◽  
Vocabulary Instruction ◽  
Vocabulary Knowledge ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Iranian Studies ◽  
Efl Teachers ◽  
State Of Research

<p>Computer Assisted Language Learning (CALL) integration in EFL contexts has intensified noticeably in recent years. This integration might be in different ways and for different purposes such as vocabulary acquisition, grammar learning, phonology, writing skills etc. More explicitly, this study is an attempt to explore the effect of using CALL on vocabulary acquisition of EFL learners. It also discusses CALL applications for vocabulary instruction and searches for efficient methods to integrate CALL in vocabulary acquisition. For the discussion, it reviews the results of previous international and Iranian studies on CALL integration in vocabulary instruction to illustrate the state of research in this field. Based on the literature review, it is proposed that further research is required to find out the influences of CALL on different facets of vocabulary knowledge. At the end, some pedagogical implications have been offered for EFL teachers and learners.</p>

Coming Hard: The Primacy of Embodied Stress Responses in High Poverty Schools

2014 ◽  
Vol 55 (1) ◽  
pp. 83-106 ◽  
Author(s):  
Bowen Paulle
Keyword(s):  
New York ◽  
Low Income ◽  
Stress Responses ◽  
Black Culture ◽  
Male Students ◽  
High Poverty ◽  
High Poverty Schools ◽  
Teaching Experiences ◽  
Coping Processes ◽  
Do So

AbstractInformed by nearly six years of teaching experiences in high poverty schools of New York and Amsterdam, this ethnographic comparison examines the following question: Even though they often say they “know better”, why do so many teens from low income neighborhoods behave in aggressively disruptive ways that contribute to the further destruction of their own schools? This article suggests that the long dominant oppositional black culture approach to such questions related to life in distressed urban schools promotes overly mentalist and therefore superficial analyses. A more fully incarnated, collectively impassioned, relational, and processual way of thinking about the gradual socialization and immediate coping processes behind the further devastating of physically violent schools is offered. Interrogating the state and process that students in both settings referred to with terms like “coming hard”, this article brings to life the temporarily seductive yet ultimately maladaptiveembodied stress responsesof two male students effectively forced to sever visceral connections to themselves. Probing deep into how hardening was both habituated and situated on opposite shores of the Atlantic Ocean can help us advance our grip on—and perhaps even our attempts to deal with—the ways in which teenagers’ feelings of empathy and abilities to “think straight” are crowded out during the moments that matter most in and around our worst schools.

Joining the Conversation about Educating Our Poorest Children: Emerging Leadership Roles for School Counselors in High-Poverty Schools

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100 ◽  
Author(s):  
Ellen S. Amatea ◽  
Cirecie A. West-Olatunji
Keyword(s):  
School Counselors ◽  
Low Income ◽  
School Environment ◽  
Culturally Responsive ◽  
Leadership Roles ◽  
High Poverty ◽  
High Poverty Schools ◽  
Low Income Children ◽  
Emerging Leadership ◽  
Responsive Instruction

School counselors bring special skills to the effort of educating low-income children. A review of literature on poverty and social class as correlates of student success, teacher expectations, and parent involvement provides a rationale for school counselors expanding their leadership roles in high-poverty schools by (a) serving as cultural broker among students, their families, and school staff; (b) partnering with staff to design more culturally responsive instruction; and (c) developing a more family-centric school environment.

The Lawrence W. Green Paper of the Year Award

2006 ◽  
Vol 34 (1) ◽  
pp. 159-159
Keyword(s):  
Older Adults ◽  
Nutrition Education ◽  
Hierarchical Linear Modeling ◽  
Low Income ◽  
Well Being ◽  
Green Paper ◽  
Control Group ◽  
Linear Modeling ◽  
Supplement Use ◽  
The Impact

Nutritional well-being among older adults is critical for maintaining health, increasing longevity, and decreasing the impact of chronic illness.However, few well-controlled studies have examined nutritional behavior change among low-income older adults. A prospective, controlled, randomized design examined a five-session nutrition education module delivered to limited-resource older adults ( N = 703) in Congregate Nutrition sites by Cooperative Extension agents. Experimental group participants were significantly more likely than control group participants to increase multivitamin use, to increase calcium supplement use, to read labels of dietary supplements, to carry a supplement and/or medication list, and to discuss such use with their health care professional. The study addresses weaknesses in the literature by using a theoretically derived education component, implementing the intervention within a setting regularly used by low-income older adults, employing randomized assignment to intervention and control conditions, and using hierarchical linear modeling to deal with “nested” data.

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