Filling an Information Gap in Preschool MTSS and RTI Decision Making

2018 ◽  
Vol 85 (3) ◽  
pp. 271-290 ◽  
Author(s):  
Charles R. Greenwood ◽  
Judith J. Carta ◽  
Alana G. Schnitz ◽  
Dwight W. Irvin ◽  
Fan Jia ◽  
...  
Keyword(s):  
Decision Making ◽  
Dual Language ◽  
Opportunity To Learn ◽  
Teacher Behaviors ◽  
Language Learner ◽  
Individualized Education Programs ◽  
Differentiating Instruction ◽  
Information Gap ◽  
Risk Characteristics ◽  
Dual Language Learner

A tenet of multitiered systems of support and response to intervention (MTSS-RTI) is that lack of response to instructional intervention is explained by classroom experiences and behaviors given opportunities to learn. We investigated the potential of filling this information gap in MTSS-RTI decision making using ecobehavioral observation to inform steps that could be taken for children not responding to preschool literacy instruction. Data analyses indicated that (a) teachers implemented a uniform pattern of daily activities providing children with infrequent opportunity to learn literacy, (b) the proportion of children’s co-occurring academic engagement also was low but varied widely depending on the activity and teacher’s literacy focus, and (c) children’s personal risk characteristics moderated the strength of relationships. Novel was the finding that in some activities and teacher behaviors, teachers appeared to be differentiating instruction benefiting children with individualized education programs and dual-language-learner risk. Implications are discussed.

Literacy Screening Among Latino/a and Dual Language Learner Kindergarteners: Predicting First Grade Reading Achievement

2017 ◽  
Vol 56 (3) ◽  
pp. 250-267 ◽  
Author(s):  
Kelly L. Edyburn ◽  
Matthew Quirk ◽  
Erika Felix ◽  
Sruthi Swami ◽  
Ariel Goldstein ◽  
...  
Keyword(s):  
Reading Achievement ◽  
Dual Language ◽  
First Grade ◽  
Language Learner ◽  
Dual Language Learner

Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status

2020 ◽  
pp. 000283122094490
Author(s):  
Meghan P. McCormick ◽  
Mirjana Pralica ◽  
Paola Guerrero-Rosada ◽  
Christina Weiland ◽  
JoAnn Hsueh ◽  
...  
Keyword(s):  
Dual Language ◽  
Family Income ◽  
Language Skills ◽  
Language Learner ◽  
Lower Income ◽  
Math Skills ◽  
Race Ethnicity ◽  
Dual Language Learner ◽  
Summer Growth

This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool gains. Growth in skills slowed during summer for all children, but the patterns varied by domain and group. Non-White and dual language learner students showed the largest drop-off in language skills during summer. Lower-income students demonstrated slower summer growth in math skills than their higher-income peers. Students enrolled in summer center-based care had faster growth in math skills than those who did not attend care. Yet lower-income students who attended center-based care showed slower growth in language skills during summer than similar nonattenders. Implications are discussed.

Dual language learners' grit, engagement, and literacy achievement in elementary school

2019 ◽  
Vol 40 (6) ◽  
pp. 598-623
Author(s):  
Colleen R. O'Neal ◽  
Michal Y. Boyars ◽  
Lynsey Weston Riley
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Language Learner ◽  
Fifth Grade ◽  
Dual Language Learners ◽  
Emotional Engagement ◽  
Literacy Achievement ◽  
Short Term ◽  
Fifth Grade Students ◽  
Dual Language Learner

The goal of this short-term longitudinal study was to examine the functioning of the grit measure; grit's relation to emotional engagement; and grit's prediction of later literacy achievement, above and beyond emotional engagement, among dual language learners. Data were collected at two time points four months apart with dual language learner, third- through fifth-grade students ( n = 142; 75% Latina/o; mean age 9.47 years old; 54% female). Results suggested that student- and teacher-reported grit scores were reliable and fit the two-factor construct, and grit overlapped with engagement. We found that teacher-reported engagement and student- and teacher-reported grit perseverance of effort (grit-pe) were significant sole predictors of Time 2 literacy achievement; teacher-reported engagement, not grit, remained a significant sole predictor even when controlling for Time 1 literacy achievement. When including grit-pe, grit consistency of interests, and engagement in the same model, student-reported grit-pe was the only significant predictor of Time 2 literacy achievement, without Time 1 literacy as a control. Discussion centers on grit-pe's utility for prediction of literacy achievement, above and beyond similar socioemotional constructs, among young dual language learners.

scholarly journals EARLY MEDIA VIEWING IMPACTS ON DUAL LANGUAGES ACQUISITION OF A YOUNG LEARNER

2019 ◽  
Vol 5 (1) ◽  
pp. 73-83
Author(s):  
Sudarsono Sudarsono
Keyword(s):  
Language Development ◽  
Dual Language ◽  
Autistic Spectrum Disorder ◽  
Natural Process ◽  
Language Learner ◽  
Language Intervention ◽  
Language Exposure ◽  
Young Learner ◽  
Dual Language Learner

Despite all benefits of technology, a young child who is exposed to two languages through early media viewing may experience language development problems. It may consequently lead one to undergo therapies which can be counterproductive to their developmental milestones, especially to their dual language development. This research aims to gain deeper insights into the impacts of early media viewing on a young child's early dual language acquisition. A case study of a young dual language learner experiencing language development problems diagnosed as symptoms of Autistic Spectrum Disorder (ASD) was conducted by interviewing participant’s parents to gain preliminary data about his language development problems. Observations took place during 108-hour language intervention sessions. The finding shows that early dual language exposure through early media viewing without adequate social interaction with peers and adults pertinently results in language development problems which are prone to be interpreted as symptoms of ASD rather than as a natural process of bilingualism.

scholarly journals Impacts on Head Start Dual Language Learning Children’s Early Science Outcomes

2021 ◽  
Vol 11 (6) ◽  
pp. 283
Author(s):  
Brooke Rumper ◽  
Elizabeth Frechette ◽  
Daryl B. Greenfield ◽  
Kathy Hirsh-Pasek
Keyword(s):  
Head Start ◽  
Dual Language ◽  
Language Use ◽  
Language Learner ◽  
Academic Science ◽  
Teacher Language ◽  
Language Dominance ◽  
Spanish Science ◽  
Science Scores ◽  
Science Assessments

The present study examined the roles that language of assessment, language dominance, and teacher language use during instruction play in Dual Language Learner (DLL) science scores. A total of 255 Head Start DLL children were assessed on equated science assessments in English and Spanish. First overall differences between the two languages were examined, then associations between performance on science assessments were compared and related to children’s language dominance, teacher quantity of English and Spanish, and teachers’ academic science language. When examined as a homogeneous group, DLLs did not perform differently on English or Spanish science assessments. However, when examined heterogeneously, Spanish-dominant DLLs performed better on Spanish science assessments. The percentage of English and Spanish used by teachers did not affect children’s science scores. Teachers’ use of Spanish academic science language impacted children’s performance on science assessments, but English did not. The results have implications for the assessment of DLLs and teacher language use during instruction.

From Associative Learning to Language Structure

2018 ◽  
pp. 37-68
Author(s):  
Vsevolod Kapatsinski
Keyword(s):  
Decision Making ◽  
Associative Learning ◽  
Positive Feedback ◽  
Serial Order ◽  
Language Learner ◽  
Controversial Issues ◽  
Probability Matching ◽  
Language Structure ◽  
Abrupt Changes ◽  
Paradigmatic Structure

This chapter reviews sources of regularity in language, including maximizing (vs. probability matching) in decision making and positive feedback (rich-get-richer) loops within and between individuals. It argues that gradual learning can manifest itself in abrupt changes in behaviour, and languages can look somewhat regular and systematic in everyday use despite being represented as networks of competing associations. The chapter then reviews the kinds of structures found in language, distinguishing between syntagmatic structure (sequencing, serial order), schematic structure (form-meaning mappings, constructions) and paradigmatic structure, which is argued to be necessary only for learning morphological paradigms. Two controversial issues are discussed. First, it is argued that associations in language are ‘bidirectional by default’ in that an experienced language learner tries to form associations in both directions but may fail in doing so. Second, learning is argued to often proceed in the general-to-specific directions, especially at the level of cues (predictors) as opposed to outputs (behaviours).

Making Decisions as A Student: Decision-Making Opportunities

2013 ◽  
Author(s):  
Deborah Roberts
Keyword(s):  
Decision Making ◽  
Nursing Education ◽  
Clinical Reasoning ◽  
Opportunity To Learn ◽  
Leadership Management ◽  
Professional Body ◽  
Right Reason ◽  
Definition Of ◽  
The Right

This chapter introduces the underlying principles of decision making. You will be encouraged to consider decision making as a student in university together with decision making as a student nurse (see Chapter 1 ). In 2010, following a review of pre-registration nursing education, the professional body for nursing in the United Kingdom, the Nursing and Midwifery Council (NMC), published new Standards for Pre-Registration Nursing Education , including competencies that all students must achieve to qualify as a registered nurse. These competencies have to be met in four broad areas known as ‘domains’. 1. Professional values 2. Communication and interpersonal skills 3. Nursing practice and decision making 4. Leadership, management, and team working You will find reference to these domains throughout the book, and there will be an opportunity to learn how the competencies in each of these that relate to decision making can be linked to your clinical and university-based learning. There are a number of terms that can be found in the literature that are often used interchangeably; you may see terms such as ‘decision making’, ‘problem solving’, ‘clinical reasoning’ or ‘clinical judgement’, and others used when writers are discussing how and why nurses respond to clinical situations in a particular way (see Chapter 1 for more detail). For example, Levett-Jones et al. (2010: 515) provide a helpful definition of clinical reasoning as ‘the process by which nurses collect cues, process the information, come to an understanding of a patient problem or situation, plan and implement interventions, evaluate outcomes, and reflect on and learn from the process’. They also emphasize that a nurse’s ability to develop these clinical reasoning skills depends on what they term as ‘five rights’—that is, the nurse’s ability ‘to collect the right cues and to take the right action for the right patient at the right time and for the right reason’. In the context of ensuring that any patient receives the best possible care, these ‘five rights’ are very appropriate, and indeed if one were to fail to pick up on the right cues and to take the appropriate actions in many clinical situations, the outcome may have serious repercussions for the nurse and the patient.

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