The effect of classroom acoustic conditions on literacy outcomes for children in primary school: A review

2021 ◽  
pp. 1351010X2110573
Author(s):  
Kiri Mealings
Keyword(s):  
Literacy Skills ◽  
Future Research ◽  
Search Term ◽  
Literacy Outcomes ◽  
Conditions For Learning ◽  
Online Databases ◽  
Comprehensive Search ◽  
Outcomes For Children ◽  
Children's Literacy ◽  
Acoustic Conditions

Literacy skills are essential for success in today’s society. However, classrooms often have suboptimal acoustic conditions for learning. The goal of this review was to synthesize research assessing the effect of different classroom acoustic conditions on children’s literacy. A comprehensive search of four online databases was conducted in August 2021. The search term was classroom AND (noise OR reverberation OR acoustics) AND (reading OR spelling OR writing OR literacy). Eighteen papers were deemed relevant for the review plus an additional seven from their references. The types of acoustic conditions that have been assessed, the types of measures used to assess literacy, and the effect of the acoustic conditions on children’s reading, writing, and spelling outcomes are discussed. Suggestions for the classroom acoustic conditions needed to ensure appropriate literacy development and areas for future research are also considered.

Reading with Angels: Improving Literacy among Children in Foster Care

2013 ◽  
Vol 38 (2) ◽  
pp. 54-60 ◽  
Author(s):  
Ruth Knight
Keyword(s):  
Foster Care ◽  
Structural Equation ◽  
Literacy Skills ◽  
Literacy Outcomes ◽  
Children In Foster Care ◽  
Love Of Learning ◽  
Outcomes For Children ◽  
Children's Literacy ◽  
And Gender ◽  
Children In Care

The Pyjama Foundation is an Australian charity working to improve the literacy and numeracy outcomes for children in foster care. The foundation delivers the Pyjama Foundation Love of Learning programme, a learning-based mentoring programme in which volunteer ‘Pyjama Angels’ visit children in care each week to read books, play games and engage in other learning-based activities.This study surveyed 121 Love of Learning mentors (‘Pyjama Angels’) to assess their perceptions of the relationships they had developed with the children they mentored and of the children's improvement in their literacy skills, a key aim of the programme.The statistical data analysis based on the structural equation modelling and multiple regression approach showed that several factors had a statistically significant impact on the mentors’ perceptions of the children's improvement in literacy skills: relationship with the child, child's engagement and tenure in the programme, and frequency of meetings. Age and gender of the mentors were not found to have a statistically significant impact on mentors’ perceptions of this improvement, while mentors’ perceptions of their relationship with the children was the most important factor influencing their perceptions of improvement in literacy skills. The study did not include objective measures of the children's literacy outcomes, so its results are limited to the mentors’ perceptions. However, this study offers valuable insights for mentoring programmes working with children living in foster care.

Teacher–Child Interaction Quality Buffers Negative Associations Between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills

2020 ◽  
Vol 40 (3) ◽  
pp. 159-171
Author(s):  
Rebecca J. Bulotsky Shearer ◽  
Krystal Bichay-Awadalla ◽  
Jhonelle Bailey ◽  
Jenna Futterer ◽  
Cathy Huaqing Qi
Keyword(s):  
Challenging Behavior ◽  
Research Policy ◽  
Challenging Behaviors ◽  
Literacy Skills ◽  
Future Research ◽  
Language And Literacy ◽  
Preschool Classroom ◽  
Interaction Quality ◽  
Literacy Outcomes ◽  
Child Interaction

Guided by an ecological model, we tested whether teacher–child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program ( N = 304 children across 53 classrooms). Findings from multilevel models supported direct associations between challenging behaviors within preschool learning contexts and language outcomes. Higher instructional support was associated with higher language and literacy outcomes for all children within classrooms regardless of behavioral risk. Higher classroom organization was directly associated with higher classroom literacy skills. Emotional support moderated associations between challenging behaviors in teacher contexts and literacy outcomes. Implications for future research, policy, and practice are discussed.

Morphosyntax in Literacy Acquisition Across Languages for Learners Who Are Deaf or Hard of Hearing

2020 ◽  
pp. 125-140
Author(s):  
Joanna E. Cannon ◽  
Jessica W. Trussell
Keyword(s):  
Hard Of Hearing ◽  
Literacy Acquisition ◽  
Literacy Skills ◽  
Future Research ◽  
Language And Literacy ◽  
Promising Practices ◽  
Call To Action ◽  
Literacy Outcomes ◽  
Informal Assessment ◽  
Components Of Reading

Examining the importance of morphosyntax comprehension in literacy acquisition across languages, this chapter will highlight the bilingual and bimodal advantages some deaf and hard-of-hearing (DHH) learners may possess. Since DHH readers may experience variations in hearing, language, and literacy levels, we examine the interplay of how they develop literacy skills. The complexity of the interplay among the components of reading and writing are considered along with the current research on morphosyntax interventions and assessments for this population of learners. Morphosyntax components that are historically challenging for DHH learners are discussed. Potentially promising practices across morphology and syntax are reviewed, as well as implementations for practice that include an informal assessment designed for DHH learners. Future research necessary to expand our knowledge of how morphology and syntax connect to text is included as a call to action in the quest to improve literacy outcomes for DHH readers.

Emergent Literacy in Spanish-Speaking Children With Developmental Language Disorder: Preliminary Findings of Delays in Comprehension- and Code-Related Skills

2020 ◽  
Vol 63 (12) ◽  
pp. 4193-4207
Author(s):  
Amy S. Pratt ◽  
John A. Grinstead ◽  
Rebecca J. McCauley
Keyword(s):  
Emergent Literacy ◽  
Language Disorder ◽  
Literacy Skills ◽  
Future Research ◽  
Developmental Language Disorder ◽  
Writing Ability ◽  
Transparent Orthography ◽  
Spanish Speaking ◽  
Phonological Structure ◽  
Name Writing

Purpose This exploratory study describes the emergent literacy skills of children with developmental language disorder (DLD) who speak Spanish, a language with a simple phonological structure and transparent orthography. We examine differences between children with DLD and their typically developing (TD) peers on a battery of emergent literacy measures. Method Participants included 15 monolingual Spanish-speaking children with DLD (who did not present with cognitive difficulties) and 15 TD controls matched for age, gender, and socioeconomic status, ranging in age from 3;10 to 6;6 (years;months; M age = 4;11). All children completed a battery of comprehension-related emergent literacy tasks (narrative retell, print concept knowledge) and code-related emergent literacy tasks (beginning sound, rhyming awareness, alphabet knowledge, and name-writing ability). Results On average, children with DLD performed significantly worse than TD controls on a battery of comprehension- and code-related emergent literacy measures. On all code-related skills except rhyming, children with DLD were more likely than their TD peers to score “at risk.” Conclusions The results suggest some universality in the effect of DLD on reading development. Difficulties with emergent literacy that are widely documented in English-speaking children with DLD were similarly observed in Spanish-speaking children with DLD. Future research should explore long-term reading outcomes in Spanish for children with DLD.

An Evidence-Based Review of Antitussive Herbs Containing Essential Oils in Traditional Persian Medicine

2020 ◽  
Vol 17 ◽  
Author(s):  
Ayda Hosseinkhani ◽  
Bijan Ziaeian ◽  
Kamran Hessami ◽  
Mohammad Mehdi Zarshenas ◽  
Ali Kashkooe ◽  
...  
Keyword(s):  
Medicinal Plants ◽  
Essential Oils ◽  
Scientific Evidence ◽  
Herbal Remedies ◽  
Future Research ◽  
Evidence Based ◽  
Online Databases ◽  
Persian Medicine ◽  
Troublesome Symptom ◽  
Traditional Persian Medicine

Background: Cough is one of the most common medical symptoms for which medical advice is sought. Although cough is a protective reflex responsible for clearing the airways from secretions and foreign bodies, it can be a troublesome symptom that causes discomfort to patients. Due to the increasing interest in herbal remedies in the both developed and developing countries, in the current study, we aimed to overview medicinal herbs containing essential oils used as antitussive agents according to the Traditional Persian Medicine [TPM] textbooks. We summarized the relevant scientific evidence on their possible pharmacological actions. Methods: To collect the evidence for treatment of cough or “seaal” [cough in ancient books] from TPM sources, five main medicinal Persian manuscripts were studied. The antitussive herbs were listed and their scientific names were identified and authenticated in accordance with botanical reference books. ScienceDirect and PubMed online databases were searched for related mechanisms of action of the reported medicinal plants. Results: The number of 49 herbs containing essential oils were recommended in TPM for the treatment of cough; 21 of them had at least one known mechanism of action for cough suppression in the scientific literature. According to this review, most of the cited medicinal plants were assessed for either nitric oxide inhibitory or antitussive/expectorant activities. Conclusion: In addition to advantageous effects of antitussive herbs noted by TPM, the present review highlighted some recent evidence-based data on these promising candidates that could be used as an outline for future research on their medicinal use.

Paternal and Maternal Cognitive Engagement and Preschoolers’ Literacy Skills Across Six Ethnic Groups in Suriname

2021 ◽  
pp. 009579842110076
Author(s):  
Elif Dede Yildirim ◽  
Jaipaul L. Roopnarine
Keyword(s):  
Early Literacy ◽  
Ethnic Groups ◽  
Cognitive Engagement ◽  
Sociodemographic Factors ◽  
Literacy Skills ◽  
Sociodemographic Predictors ◽  
Multiple Indicator ◽  
Children's Literacy ◽  
Cultural Ecological ◽  
Paternal Engagement

Using propositions in cultural-ecological and maternal and paternal engagement models, this study utilized the 2018 UNICEF Multiple Indicator Cluster Surveys to examine which sociodemographic factors were associated with fathers’ and mothers’ cognitive engagement and the associations between parental and maternal cognitive engagement and preschoolers’ literacy skills in Amerindian, Maroon, Creole, Javanese, Hindustani, and Mixed-ethnic families in Suriname ( N = 1,008). After establishing measurement invariance in constructs across ethnic groups, analyses revealed few consistent sociodemographic predictors of paternal and maternal cognitive engagement. Patterns of associations between paternal and maternal cognitive engagement and children’s literacy skills were not uniform across ethnic groups. Data have implications for understanding mothers’ and fathers’ contributions to children’s early literacy skills development and for developing parenting intervention programs in Suriname.

Comparison of Frenotomy Techniques for the Treatment of Ankyloglossia in Children: A Systematic Review

2020 ◽  
Vol 163 (3) ◽  
pp. 428-443
Author(s):  
Usman Khan ◽  
Jake MacPherson ◽  
Michael Bezuhly ◽  
Paul Hong
Keyword(s):  
Rating Scale ◽  
Pediatric Population ◽  
Meta Analysis ◽  
Numeric Rating Scale ◽  
Assessment Tools ◽  
Future Research ◽  
Randomized Controlled ◽  
Comprehensive Search ◽  
High Level ◽  
Numeric Rating

Objective To compare the effectiveness of conventional (CF), laser (LF), and Z-plasty (ZF) frenotomies for the treatment of ankyloglossia in the pediatric population. Data Sources A comprehensive search of PUBMED, EMBASE, and COCHRANE databases was performed. Review Methods Relevant articles were independently assessed by 2 reviewers according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Results Thirty-five articles assessing CF (27 articles), LF (4 articles), ZF (3 articles), and/or rhomboid plasty frenotomy (1 article) were included. A high level of outcome heterogeneity prevented pooling of data. All 7 randomized controlled trials (RCTs) were of low quality. Both CF (5 articles with 589 patients) and LF (2 articles with 78 patients) were independently shown to reduce maternal nipple pain on a visual analog or numeric rating scale. There were reports of improvement with breastfeeding outcomes as assessed on validated assessment tools for 88% (7/8) of CF articles (588 patients) and 2 LF articles (78 patients). ZF improved breastfeeding outcomes on subjective maternal reports (1 article with 18 infants) only. One RCT with a high risk of bias concluded greater speech articulation improvements with ZF compared to CF. Only minor adverse events were reported for all frenotomy techniques. Conclusions Current literature does not demonstrate a clear advantage for one frenotomy technique when managing children with ankyloglossia. Recommendations for future research are provided to overcome the methodological shortcomings in the literature. We conclude that all frenotomy techniques are safe and effective for treating symptomatic ankyloglossia.

scholarly journals Virtual communities of practice to improve clinical outcomes in healthcare: protocol for a 10-year scoping review

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e046998
Author(s):  
Louise Shaw ◽  
Dana Jazayeri ◽  
Debra Kiegaldie ◽  
Meg Morris
Keyword(s):  
Communities Of Practice ◽  
Scoping Review ◽  
Virtual Communities ◽  
Healthcare Professionals ◽  
Falls Prevention ◽  
Support Network ◽  
Search Term ◽  
Online Databases ◽  
Relevant Stakeholder ◽  
Virtual Communities Of Practice

IntroductionVirtual communities of practice (VCoPs) use a common online platform to provide healthcare professionals with the opportunity to access highly specialised knowledge, build a professional support network and promote the translation of research evidence into practice. There is limited reporting of how best to design and administer VCoPs within healthcare organisations. The primary aim of this scoping review is to identify the best methods used to establish and maintain VCoPs. Findings shall be used to develop a flexible framework to guide the establishment and facilitation of a VCoP for healthcare professionals to ensure the translation of falls prevention clinical guidelines into practice.Methods and analysisA five-stage scoping review process will be followed based on Arksey and O’Malley’s framework and refined by the Joanna Briggs Institute Methodology. An initial limited search of PubMed and Cumulative Index to Nursing and Allied Health Literature will identify relevant studies and assist with search term development. This will be followed by a search of five online databases to identify papers published from January 2010 until November 2020. Papers will be independently screened by two reviewers, and data extracted and analysed using a reporting framework. Qualitative data will be analysed thematically and numerical synthesis of the data will be conducted.Results and disseminationThe results of this scoping review will highlight the best ways to design and manage VCoPs in healthcare organisations. The findings will be presented at relevant stakeholder workshops, conferences and published in peer-reviewed journals.

Stakeholder identification and classification: a sustainability marketing perspective

2016 ◽  
Vol 39 (1) ◽  
pp. 35-61 ◽  
Author(s):  
Vinod Kumar ◽  
Zillur Rahman ◽  
A. A. Kazmi
Keyword(s):  
Future Research ◽  
Relevant Research ◽  
Research Papers ◽  
Content Type ◽  
Classification Schemes ◽  
Simplified Approach ◽  
Stakeholder Identification ◽  
Advanced Search ◽  
Online Databases ◽  
The Subject

Purpose – This paper aims to review the literature on stakeholder identification and classification related to sustainability marketing from 1998 to 2012 and provides a generalized approach to stakeholder identification and classification in the field of sustainability marketing. Design/methodology/approach – Beginning with brief introductions of the key concepts, the research discusses landmark studies on the subject in detail. The review process then begins by identifying and selecting relevant research papers from various online databases. Finally, 60 research papers are found suitable for the review and are examined to theoretically analyze the stakeholder identification and classification schemes used in sustainability marketing literature. Findings – This study identifies trends of growth in stakeholder identification and classification literature. In addition, there are two major findings. First, stakeholder identification can be done with the help of previous studies, with support from managers or via a combination of both. Second, future research can adopt generic stakeholder classification schemes or relative classification schemes based on dimensions of sustainability to classify stakeholders in relation to sustainability marketing. In relative stakeholder classification, regulatory stakeholders may be considered separately. Research limitations/implications – While the literature review may be incomplete, as it uses only a title-based advanced search, researchers and practitioners can still benefit from this simplified approach to manage stakeholders. Originality/value – The study introduces a generalized approach to stakeholder identification and classification related to sustainability marketing and provides a bibliography from 1998 to 2012 that can be used by academics and managers.

scholarly journals The Relationship between Language Proficiency Level and L2 Digital Literacy Self-efficacy: A Study of EFL University Students

2021 ◽  
Vol 21 (2) ◽  
Keyword(s):  
Digital Literacy ◽  
Self Efficacy ◽  
English Proficiency ◽  
Literacy Skills ◽  
Future Research ◽  
Online Information ◽  
Digital Information ◽  
Proficiency Level ◽  
Efl Students ◽  
The Relationship

The evolving digitization of teaching and learning in higher education institutions requires students to be digitally literate (Miller 2015). Despite the echoes of being “digital natives” (Prensky 2001), many EFL students experience difficulties when locating, retrieving, evaluating, and synthesizing digital information at their disposal, especially when the information is in English. To this end, this study is conducted to scrutinize the relationship between EFL students’ second language (L2) digital literacy skills and strategies (DLSs) self-efficacy and their English proficiency level. A total of 93 Saudi students majoring in English at Prince Sattam bin Abdulaziz University were surveyed for their English proficiency level and their abilities to use three major domains of digital literacy skills. The data were analyzed statistically using descriptive measures and ANOVA. The results revealed a significant positive correlation between English proficiency and L2 DLSs. Students with intermediate and upper-intermediate English levels displayed low efficacy in their abilities to navigate, evaluate, and synthesize online information compared to advanced English users. The study concluded that students with higher English proficiency are more responsive to digital literacy skills and can perform well in digitally enhanced environments than basic English users. Pedagogical implications and areas for future research are discussed.

Sign in / Sign up

Export Citation Format

Share Document