scholarly journals Longitudinally adaptive assessment and instruction increase numerical skills of preschool children

2020 ◽  
Vol 117 (45) ◽  
pp. 27945-27953
Author(s):  
Stephen W. Raudenbush ◽  
Marc Hernandez ◽  
Susan Goldin-Meadow ◽  
Cristina Carrazza ◽  
Alana Foley ◽  
...  
Keyword(s):  
Social Inequality ◽  
Literacy Skills ◽  
Potential Contribution ◽  
Spatial Skills ◽  
Verbal Comprehension ◽  
Playing Field ◽  
Comprehension Skills ◽  
Trained Teachers ◽  
Mathematical Skill ◽  
Print Literacy

Social inequality in mathematical skill is apparent at kindergarten entry and persists during elementary school. To level the playing field, we trained teachers to assess children’s numerical and spatial skills every 10 wk. Each assessment provided teachers with information about a child’s growth trajectory on each skill, information designed to help them evaluate their students' progress, reflect on past instruction, and strategize for the next phase of instruction. A key constraint is that teachers have limited time to assess individual students. To maximize the information provided by an assessment, we adapted the difficulty of each assessment based on each child’s age and accumulated evidence about the child’s skills. Children in classrooms of 24 trained teachers scored 0.29 SD higher on numerical skills at posttest than children in 25 randomly assigned control classrooms (P= 0.005). We observed no effect on spatial skills. The intervention also positively influenced children’s verbal comprehension skills (0.28 SD higher at posttest,P< 0.001), but did not affect their print-literacy skills. We consider the potential contribution of this approach, in combination with similar regimes of assessment and instruction in elementary schools, to the reduction of social inequality in numerical skill and discuss possible explanations for the absence of an effect on spatial skills.

Bye-Bye Basal

2020 ◽  
pp. 192-211
Author(s):  
Jill Tussey ◽  
Leslie Haas ◽  
Brittany Garling
Keyword(s):  
Digital Literacy ◽  
Literacy Skills ◽  
Reading Programs ◽  
Academic Needs ◽  
Multimodal Literacy ◽  
Instructional Resources ◽  
Subject Areas ◽  
Literacy Resources ◽  
Digital Components ◽  
Print Literacy

Due to instructional limitations embedded within basal reading programs, the use of text sets offers teachers alternative instructional resources. Text sets can be utilized in all subject areas to increase exposure to a variety of digital and print literacy resources. Multimodal literacy as a form of blended learning, incorporates traditional texts with digital opportunities, allowing learners to connect, experience, and understand literacy through a plethora of engaging channels. Digital tools and digital literacy allow students to connect with current information in an engaging manner while increasing literacy skills. The end goal of incorporating digital components into text sets is to meet the academic needs of all students.

Exploring the potential contribution of college bachelor degree programs in Ontario to reducing social inequality

2018 ◽  
Vol 2 (2) ◽  
pp. 176-197 ◽  
Author(s):  
Michael L. Skolnik ◽  
Leesa Wheelahan ◽  
Gavin Moodie ◽  
Qin Liu ◽  
Edmund Adam ◽  
...  
Keyword(s):  
Social Inequality ◽  
Potential Contribution ◽  
Degree Programs ◽  
Bachelor Degree

Visual Literacy for Young Language Learners

2020 ◽  
pp. 166-189
Author(s):  
Vera Savić
Keyword(s):  
Language Learners ◽  
Visual Literacy ◽  
Literacy Skills ◽  
Language Teachers ◽  
Visual Images ◽  
Multimodal Texts ◽  
Pedagogical Strategies ◽  
Classroom Activities ◽  
Based Instruction ◽  
Print Literacy

Acquiring literacy skills for the 21st century requires learners to move beyond the traditional print literacy skills and to develop strategies for effective communication in predominantly visual environments. The chapter explores how teachers of young language learners may scaffold children's development of visual literacy in Content-Based Instruction (CBI) and thus prepare them both for comprehending and producing visual images and multimodal texts. The chapter first provides a framework for understanding visual literacy and then describes pedagogical strategies language teachers may apply to promote visual literacy in a young learner classroom. Finally, it highlights the role of visual images in CBI and gives examples of classroom activities that foster simultaneous development of visual literacy and foreign/second language (L2) communication skills for young learners.

scholarly journals "Pro-Minority" Criminalization and the Transformation of Visions of Citizenship in Contemporary Liberal Democracies: A Critique

2010 ◽  
Vol 13 (2) ◽  
pp. 286-308 ◽  
Author(s):  
Ely Aharonson
Keyword(s):  
Social Inequality ◽  
Social Inequalities ◽  
Potential Contribution ◽  
New Paradigm ◽  
Liberal Democracies ◽  
Criminal Offenses ◽  
Historical Processes ◽  
New Vision ◽  
The One

In this article, I offer a critique of contemporary trends in "pro-minority" criminalization policy, defined as criminal offenses that are specifically designed to protect women and minorities. I show that, in the late 1970s, a new paradigm emerged for thinking about the role of criminalization in minimizing patterns of social inequality. I trace the historical processes that led to the emergence of this new paradigm and discuss its inherent limitations in meeting its stated aims. The discussion shows that these limitations are rooted in the embedding of contemporary "pro-minority" criminalization policy within the broader frameworks of neoliberal policymaking, and in the inherent flaws of the new vision of citizenship upon which these models rest. I argue that the potential contribution of criminalization to the alleviation of social inequalities can only be realized within a vision of citizenship that is radically different from the one endorsed by neoliberal governments over the last three decades.

scholarly journals Reading literacy skills in the new external exams in Poland

2019 ◽  
Vol 43 (3) ◽  
pp. 99
Author(s):  
Karolina Kotorowicz-Jasińska ◽  
Małgorzata Krzemińska-Adamek
Keyword(s):  
Reading Comprehension ◽  
Literacy Skills ◽  
Reading Literacy ◽  
Deep Processing ◽  
L2 Reading ◽  
Comprehension Skills ◽  
Recent Trends ◽  
Task Types ◽  
Reading Comprehension Skills ◽  
The Way

The way reading literacy is conceptualised has changed over the last decades. Regarding comprehension as deep processing, in which skimming or scanning neither encourage the reader to engage in texts nor lead to the expected levels of understanding has influenced the way reading literacy is taught and assessed. The aim of the article is to analyse new task types introduced to the external exams as well as to provide evidence that the changes in the exam format reflect the way reading comprehension skills have recently been conceptualised. The analysis of the exam tasks is preceded by an overview of the recent trends in conceptualising L2 reading literacy.

Bidirectional Associations Between Preschool Classroom Behavior and Language and Literacy Skills

2020 ◽  
Vol 40 (3) ◽  
pp. 143-158
Author(s):  
Elizabeth B. Cashiola ◽  
Rebecca J. Bulotsky-Shearer ◽  
Daryl B. Greenfield
Keyword(s):  
Listening Comprehension ◽  
Classroom Behavior ◽  
Research Policy ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Equation Modeling ◽  
Language And Literacy ◽  
Preschool Classroom ◽  
Comprehension Skills ◽  
Bidirectional Associations

Potential bidirectional associations between preschool classroom overactive (or externalizing) and underactive (or internalizing) behaviors and language and literacy skills (i.e., vocabulary and listening comprehension) were examined in a sample of children enrolled in Head Start ( N = 297). Cross-lagged panel designs using structural equation modeling (SEM) were conducted using data gathered through teacher ratings and direct assessments developed for use in preschool programs serving diverse populations of young children. Significant associations varied by type of behavior and language and literacy skill. Higher overactive behavior in the fall was associated with lower listening comprehension skills in the spring, whereas higher underactive behavior in the fall was associated with lower vocabulary skills in the spring. In addition, lower listening comprehension skills in the fall were associated with higher levels of underactive behavior in the spring. Implications for future research, policy, and practice are discussed.

Cam-Capture Literacy and its Incorporation into Multiliteracies

2010 ◽  
pp. 116-132 ◽  
Author(s):  
David R. Cole ◽  
Vikashni Moyle
Keyword(s):  
Middle Schools ◽  
Literacy Skills ◽  
Literacy Practice ◽  
Reading And Writing ◽  
Classroom Activities ◽  
Visual Spatial ◽  
Literacy Environments ◽  
Print Literacy ◽  
New London ◽  
Academic Year

It could be argued that the current literacy landscape is changing very quickly (Anstey & Bull, 2004), and that at the heart of this change one may position the notion of multiliteracies (Cope & Kalantzis, 2000; The New London Group, 1996). The concept of multiliteracies acts to infuse literacy practice with multimodality. This is the ‘switching’ between the different aspects of meaning and representation - such as the audio, visual, spatial, linguistic and gestural (Anstey & Bull, 2004, p. 83). Yet contrary to these processes, research into mainstream literacy environments has consistently shown that print literacy reading and writing activities still dominate these spaces (Winch, Johnston, March, Ljungdahl & Holliday, 2004). This chapter offers a bridge between the potential misfit between multiliteracies theory and mainstream literacy practice by investigating the use of small cameras attached to computers as educational devices – and this is henceforth called cam-capture. This writing reports on students who have used the cameras to record their thoughts about their literacy classroom activities, and changes in their literacy skills over one academic year. In so doing, the students are using digital technology torepresent their ideas and providing a pertinent commentary on current print literacy practice in middle schools through a multiliterate lens.

Let's Read Together": A Balanced Computer Assisted Intervention Program and Its Effect on Comprehension amongst at Linguistic Risk Arab First Graders

2015 ◽  
Vol 5 (2) ◽  
pp. 626-645 ◽  
Author(s):  
Baha Makhoul ◽  
Elite Olshtain ◽  
Raphiq Ibrahim
Keyword(s):  
Intervention Program ◽  
Comparison Group ◽  
First Graders ◽  
Intervention Group ◽  
Arabic Language ◽  
Literacy Skills ◽  
Computer Assisted ◽  
Formal Schooling ◽  
Comprehension Skills ◽  
Arabic Speaking

The current study investigated the effectiveness of an early balanced computer-assisted intervention program in promoting comprehension skills among Arabic-speaking first graders from disadvantaged socio-economic background, when taking into account the interplay between risk factors impacting Arabic reading acquisition: Arabic language complexity, poor literacy skills and the cognitive and emotional challenges when commencing formal schooling. Forty at literacy-risk Arab first graders were randomly assigned to either the intervention or a comparison group, each including 20 children. A qualified tutor was assigned to each participants in the intervention group. To assess the childrens progress in the intervention group, measurements were carried across three different periods during the implementation of the program. In addition, comprehension assessments were administrated to both groups prior and after the program commencement and completion, respectively. The intervention group showed greater progress in comprehension skills and vocabulary when compared to the comparison group in all the measurements. The obtained results stress the necessity for early balanced intervention in order to close the gaps in comprehension skills among at-risk children.

scholarly journals Pelatihan Rumah Ramah Literasi untuk Meningkatkan Keterampilan Stimulasi Literasi pada Orang Tua

2019 ◽  
Vol 4 (2) ◽  
pp. 137
Author(s):  
Dinda Permatasari Harahap ◽  
Wisjnu Martani
Keyword(s):  
Training Program ◽  
Literacy Skills ◽  
Control Group ◽  
Untreated Control Group ◽  
Control Group Design ◽  
Environmental Print ◽  
Group Design ◽  
Print Literacy ◽  
Experimental Group ◽  
Stimulation Of

Abstract. This research developed “Rumah Ramah Literasi” training program to improve parent’s stimulation of literacy skills using environmental print as a media. The research hypothesis is the “Rumah Ramah Literasi” training program can improve parent’s stimulation of literacy skills. The experimental design employed in this present study is The Untreated Control Group Design with Pretest and Posttest Samples.The subject of this research are 18 mothers which is 9 mothers in experimental group and 9 mothers in control group.The data were analyzed by using Mann Whitney U-Test. The result of this study was found that gain score literacy stimulation was significantly higher, U(n=18) =0,001, p<0,05 in the experimental group (M=14) than in the control group (M=5).This indicates that “Rumah Ramah Literasi” training program could improve parents’ literacy stimulation. Effect size of “Rumah Ramah Literacy” training program was 0,84. Keywords: environmental print; literacy; literacy stimulation; parents

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