scholarly journals Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships

2021 ◽  
Vol 11 (3) ◽  
pp. 331-350
Author(s):  
Sihui (Echo) Ke ◽  
Dongbo Zhang
Keyword(s):  
Reading Fluency ◽  
Scoping Review ◽  
Word Reading ◽  
Reading Development ◽  
Vocabulary Knowledge ◽  
Target Language ◽  
Morphological Instruction ◽  
The Usa ◽  
Novel Word Learning ◽  
The Relationship

This scoping review explores the causal relationship between morphological instruction and reading development in young L2 learners by synthesizing 12 primary studies published between 2004 and 2019 (N = 1,535). These studies focused on reading English as the target language and involved participants between kindergarten and Grade 12 from four countries (China, Egypt, Singapore, and the USA). Findings suggested that (a) morphological instruction led to consistent and positive gains in L2 children’s morphological awareness and vocabulary knowledge, and the effect sizes (Cohen’s ds) ranged from small to large; and (b) the relationship between morphological instruction and other outcomes such as phonological awareness, word reading accuracy, word reading fluency, spelling, and reading comprehension was inconclusive. Notably, transfer effects of L2 English morphological instruction on novel word learning in English or on reading development in an additional language were only examined and observed in four primary studies. Discussion was provided regarding future instructional and research design.

scholarly journals P126: Entrepreneurship in healthcare and health education: A scoping review

CJEM ◽  
2019 ◽  
Vol 21 (S1) ◽  
pp. S109-S110 ◽  
Author(s):  
T. Suryavanshi ◽  
S. Lambert ◽  
T. Chan
Keyword(s):  
Emergency Department ◽  
Emergency Medicine ◽  
Health Education ◽  
Scoping Review ◽  
Formal Education ◽  
Idea Generation ◽  
Education And Health ◽  
The Face ◽  
The Usa ◽  
The Relationship

Introduction: Today's emergency department sees healthcare system pressures manifest through longer wait times, increased costs, and provider burnout. In the face of questionable sustainability, there is a greater role for training future innovators and entrepreneurs in healthcare. However, there is currently little formal education or mentorship in these areas. The aim of this scoping review was to identify the current and ideal educational practices to foster innovative and entrepreneurial mindsets, with specific interest amongst emergency medicine trainees. Methods: Using a scoping review methodology, the relationship between healthcare and entrepreneurship was explored. OVID, PubMed and Google Scholar were searched using the keywords “entrepreneurship”, “health education” and “health personnel”, on March 8th, 2018. Results were screened by title, abstract and full text by a team of three calibrated researchers, based upon pre-defined exclusion and inclusion criteria. The final list of papers was reviewed using an extraction tool to identify demographics, details of the paper, and its attitudes and perceptions towards entrepreneurship and innovation. Results: After screening, 59 papers were identified for qualitative analysis. These papers ranged from 1970-2018, mainly from the USA (n = 36). Most papers were commentaries/opinions (n = 35); 11 papers described specific innovations. Entrepreneurship was viewed positively in 45 papers, negatively in 2 papers, and mixed in 12 papers. Common specialties discussed were surgery (n = 9), internal medicine (n = 3), and not specified (n = 44). Emergency medicine was described in one paper. Major themes were: entrepreneurial environment (n = 29), funding and capital (n = 12), idea generation (n = 9), and teaching entrepreneurship (n = 6). Of the 11 innovation papers, the discussion was focused on educational (n = 6) or system (n = 5) innovations. These innovations related to surgery (n = 1), public health (n = 1) and palliative care (n = 1). None of these innovations were specific to emergency medicine. Conclusion: This review indicates a small number of programs focused on promoting innovation and entrepreneurship amongst trainees, but no programs specific to the emergency department. There may be benefit for educators in emergency medicine to consider how to foster a greater innovative spirit in our speciality, so our next generation of physicians can help tackle problems affecting patient care.

The Role of Literary Instruction in the Development of Reading and Writing Skills in Spanish as a Heritage Language during Childhood

2017 ◽  
Vol 14 (2) ◽  
pp. 100-123
Author(s):  
Alejandro Cuza ◽  
Lauren Miller ◽  
Adrian Pasquarella ◽  
Xi Chen
Keyword(s):  
Service Learning ◽  
Phonological Awareness ◽  
Reading Fluency ◽  
Heritage Language ◽  
Word Reading ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Language And Literacy ◽  
Learning Program

The present study examines the role of instruction in the development of reading and writing skills in Spanish as a heritage language during childhood. Sixty-six (n=66) Spanish heritage speakers in K-4th grade participated in an 18-week Spanish intervention. The curriculum included the development of phonological awareness, reading fluency and accuracy as well as vocabulary via cognate instruction. Undergraduate students majoring in Spanish conducted the intervention as part of a service-learning program. Standardized measures given to the students before and after the intervention included phonological awareness, receptive vocabulary knowledge, word reading accuracy, and word reading fluency. The treatment group was compared to a group of twenty-five children (n=25) who did not participate in the program. The two groups were matched by age and non-verbal reasoning. Results from pre and post-tests showed significant gains for the treatment group in vocabulary growth, word reading fluency and word reading accuracy. Phonological awareness developed significantly for both groups, but there was no advantage for the experimental group. Overall, the intervention was effective at promoting both Spanish language and literacy skills (Rhoades, 2009). Contextualized and explicit instruction on word reading and decoding, as well as oral language and vocabulary knowledge in Spanish, helped Spanish heritage learners develop academic language and literacy skills in their first/minority language. Furthermore, the results provide strong evidence supporting the efficacy of a service-learning program aimed at facilitating the development of literacy skills among child heritage language learners.

Skill Moderators of the Effects of a Reading Comprehension Intervention

2018 ◽  
Vol 85 (2) ◽  
pp. 197-211 ◽  
Author(s):  
Nathan H. Clemens ◽  
Eric Oslund ◽  
Oi-man Kwok ◽  
Melissa Fogarty ◽  
Deborah Simmons ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Word Reading ◽  
Word Identification ◽  
Controlled Trial ◽  
Vocabulary Knowledge ◽  
Moderation Effect ◽  
Experimental Intervention

This study utilized secondary analyses of a randomized controlled trial and investigated the extent to which prestest word identification efficiency, reading fluency, and vocabulary knowledge moderated the effects of an intervention on reading comprehension outcomes for struggling readers in sixth through eighth grades. Given that the experimental intervention included components that targeted word reading, reading fluency, and vocabulary, we hypothesized that students with lower pretest performance in those skill domains would benefit more from the intervention compared to students with relatively stronger pretest performance or students who received school-implemented (business-as-usual) intervention. Results indicated that pretest word identification efficiency and vocabulary did not moderate the effects of the intervention; however, moderation effects were observed for pretest oral reading fluency such that reading comprehension gains of students with lower pretest fluency were greater in the experimental intervention compared to students with higher pretest fluency or in the comparison condition. Reasons for the moderation effect are discussed. Findings underscore the use of moderation analyses when evaluating multicomponent interventions.

scholarly journals Exploring the relationship between Big Food corporations and professional sports clubs: a scoping review

2019 ◽  
Vol 22 (10) ◽  
pp. 1888-1897 ◽  
Author(s):  
Robin Ireland ◽  
Stephanie Chambers ◽  
Christopher Bunn
Keyword(s):  
Scoping Review ◽  
Professional Sports ◽  
Energy Drink ◽  
Public Health Research ◽  
Sports Clubs ◽  
Football Team ◽  
Food And Beverage ◽  
The Usa ◽  
Food And Drink ◽  
The Relationship

AbstractObjectiveProfessional sport occupies a prominent cultural position in societies across the globe and commercial organisations make use of this to promote their products. The present scoping review explores existing academic literature on the relationship between professional sports clubs and food and drink marketing and considers how this relationship may impact upon the public’s health.DesignThe scoping review searched six databases. Experts were also consulted. Records written in languages other than English were excluded. We also excluded records relating to mega events (e.g. Olympics, Football World Cup) and alcohol marketing, because of the attention already given to these.SettingProfessional sports clubs.ResultsWe identified 18 166 titles, reviewed 163 abstracts and read twenty-six full texts. We included six papers in the review. Four were from Australia and New Zealand. The Australasian literature focused largely on the marketing of foods and beverages to children and the potential impact on consumption. Single papers from researchers in Turkey and the USA were identified. The Turkish paper analysed shirt sponsorship in football leagues internationally and showed food and beverage (including alcohol) companies were the most common sponsors. The US paper examined a mixed reaction to a football team named after an energy drink.ConclusionsCommercial relationships between professional sports clubs and Big Food corporations have largely eluded scrutiny in much of the world. The current review highlights the lack of public health research on these relationships. Research exploring the interdependent commercial practices of food and drink companies and professional sports clubs is urgently needed.

The Roles of Phonological Awareness and Oral Vocabulary Knowledge in English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners

2017 ◽  
pp. 30-48 ◽  
Author(s):  
Chan Lü ◽  
Keiko Koda
Keyword(s):  
Phonological Awareness ◽  
Heritage Language ◽  
Word Reading ◽  
Reading Development ◽  
Vocabulary Knowledge ◽  
Word Decoding ◽  
Learning To Read ◽  
Oral Vocabulary ◽  
Character Reading ◽  
Chinese Heritage Language

In this study, we examined how reading development varies between two typologically distant languages within biliteracy learners. Specifically, we compared the relative contributions of two oral variables, oral vocabulary knowledge and phonological awareness, to word reading development in school-age Chinese heritage language (CHL) speakers who were learning to read Chinese and English concurrently. The results showed that oral vocabulary knowledge accounted for a significant portion of the variance in Chinese character reading, but it contributed to English and Pinyin word decoding only indirectly through phonological awareness within each language. Phonological awareness was significant in explaining performance differences in English and Pinyin word reading across languages as well. These findings suggest that phonological awareness and oral vocabulary knowledge play distinct roles in learning to read in typologically diverse languages; more importantly, that each oral sub-skill contributes differently to word reading development when shared across typologically diverse languages.

Exploring the Potential Impact of Sentence-Level Comprehension and Sentence-Level Fluency on Deaf Students' Passage Comprehension

2020 ◽  
Vol 63 (7) ◽  
pp. 2281-2292
Author(s):  
Ying Zhao ◽  
Xinchun Wu ◽  
Hongjun Chen ◽  
Peng Sun ◽  
Ruibo Xie ◽  
...  
Keyword(s):  
Independent Predictor ◽  
Vocabulary Knowledge ◽  
Group Differences ◽  
Regression Analyses ◽  
Deaf Students ◽  
Mediating Role ◽  
Sentence Level ◽  
Mediating Mechanisms ◽  
Potential Impact ◽  
The Relationship

Purpose This exploratory study aimed to investigate the potential impact of sentence-level comprehension and sentence-level fluency on passage comprehension of deaf students in elementary school. Method A total of 159 deaf students, 65 students ( M age = 13.46 years) in Grades 3 and 4 and 94 students ( M age = 14.95 years) in Grades 5 and 6, were assessed for nonverbal intelligence, vocabulary knowledge, sentence-level comprehension, sentence-level fluency, and passage comprehension. Group differences were examined using t tests, whereas the predictive and mediating mechanisms were examined using regression modeling. Results The regression analyses showed that the effect of sentence-level comprehension on passage comprehension was not significant, whereas sentence-level fluency was an independent predictor in Grades 3–4. Sentence-level comprehension and fluency contributed significant variance to passage comprehension in Grades 5–6. Sentence-level fluency fully mediated the influence of sentence-level comprehension on passage comprehension in Grades 3–4, playing a partial mediating role in Grades 5–6. Conclusions The relative contributions of sentence-level comprehension and fluency to deaf students' passage comprehension varied, and sentence-level fluency mediated the relationship between sentence-level comprehension and passage comprehension.

Of Frames and Cultures - A Cross-Cultural Comparison of TV Newscasts

2006 ◽  
Vol 18 (4) ◽  
pp. 160-173 ◽  
Author(s):  
Maria Senokozlieva ◽  
Oliver Fischer ◽  
Gary Bente ◽  
Nicole Krämer
Keyword(s):  
Content Analysis ◽  
Arab World ◽  
Methodological Approach ◽  
Cross Cultural ◽  
Cultural Comparison ◽  
Explorative Study ◽  
Cross Cultural Comparison ◽  
Tv News ◽  
The Usa ◽  
The Relationship

Abstract. TV news are essentially cultural phenomena. Previous research suggests that the often-overlooked formal and implicit characteristics of newscasts may be systematically related to culture-specific characteristics. Investigating these characteristics by means of a frame-by-frame content analysis is identified as a particularly promising methodological approach. To examine the relationship between culture and selected formal characteristics of newscasts, we present an explorative study that compares material from the USA, the Arab world, and Germany. Results indicate that there are many significant differences, some of which are in line with expectations derived from cultural specifics. Specifically, we argue that the number of persons presented as well as the context in which they are presented can be interpreted as indicators of Individualism/Collectivism. The conclusions underline the validity of the chosen methodological approach, but also demonstrate the need for more comprehensive and theory-driven category schemes.

Productive Vocabulary Knowledge of ESL Learners

2018 ◽  
Vol 1 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Abdulmalik Usman ◽  
Dahiru Musa Abdullahi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Writing Quality ◽  
Lexical Frequency ◽  
Frequency Profile ◽  
Esl Learners ◽  
The Relationship

The paper seeks to investigate the level of productive knowledge of ESL learners, the writing quality and the relationship between the vocabulary knowledge and the writing quality. 150 final year students of English language in a university in Nigeria were randomly selected as respondents. The respondents were asked to write an essay of 300 words within one hour. The essays were typed into Vocab Profiler of Cobb (2002) and analyzed the Lexical Frequency Profile of the respondents. The essays were also assessed by independent examiners using a standard rubric. The findings reveal that the level of productive vocabulary knowledge of the respondents is limited. The writing quality of the majority of the respondent is fair and there is a significant correlation between vocabulary and the witting quality of the subjects. The researchers posit that productive vocabulary is the predictor of writing quality and recommend various techniques through which teaching and learning of vocabulary can be improved.

Sign in / Sign up

Export Citation Format

Share Document