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.

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

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.

scholarly journals Summertime Compared to School Year Weight Status Among Middle and High Schoolers: Results From NHANES 2015–2018

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 1239-1239
Author(s):  
Abigail Pierse ◽  
Ireland Flores Rae ◽  
Hunter Welch ◽  
Amanda Milo ◽  
Gennete Saciri ◽  
...  
Keyword(s):  
Weight Gain ◽  
Weight Status ◽  
Family Income ◽  
Lower Income ◽  
School Aged Children ◽  
School Year ◽  
Income Family ◽  
Middle Schoolers ◽  
Race Ethnicity ◽  
High Schoolers

Abstract Objectives The summer is a window of risk for unhealthy weight gain in elementary school-aged children, however little is known about older school-aged children and adolescents. The objective of this study was to examine weight status among a nationally representative sample of middle and high schoolers during the summertime compared to the school year. Methods Data from the 2015–2018 National Health and Nutrition Examination Survey (NHANES) were used. Participants included individuals aged ≤18 years in grades 5 through 12. A two-group analysis was conducted based on data collection time period, i.e., the school year (November through April) and summer (May through October). A descriptive analysis – means and frequencies - of demographic characteristics, including sex, age (years), race/ethnicity, income (lower-income [family income ≤ 185% of the federal poverty line (FPL)] and non-lower-income [family income > 185% FPL]), as well as weight status (BMI z-score [zBMI]), was conducted and ttests and Chi2 were used to compare summer vs. school groups. Multiple linear regression was utilized to compare mean zBMI of participants by summer vs. school group controlling for race/ethnicity and income. All analyses were conducted for both age groups: 1) middle (grades 5–8) and 2) high school (grades 9–12). Results Participants included 881 middle and 716 high schoolers. Middle schoolers were 13.82 ± 0.04 years (mean), 48.24% (n = 425) female, and had a mean zBMI of 0.72 ± 0.04. High schoolers were 16.58 ± 0.03 years (mean), 50.42%(n = 361) female, and had a mean zBMI of 0.67 ± 0.04. Middle schooler zBMI was lower (−0.14 ± 0.08 (P = 0.07) and high schooler zBMI was higher (0.08 ± 0.09 (P = 0.40) in the summer vs. school year groups. Conclusions Preliminary data from this study demonstrate that high schoolers, but not middle schoolers are at risk for weight gain during the summertime when school is out of session. Future research is needed confirm findings from this study. Funding Sources None.

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.

scholarly journals Influence of language skills on the choice of terms used to describe lung sounds in a language other than English: a cross-sectional survey of staff physicians, residents and medical students

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e044240
Author(s):  
Abraham Bohadana ◽  
Hava Azulai ◽  
Amir Jarjoui ◽  
George Kalak ◽  
Ariel Rokach ◽  
...  
Keyword(s):  
Medical Students ◽  
Dual Language ◽  
Language Skills ◽  
Cross Sectional Study ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
C Language ◽  
Audio Recordings ◽  
Chest Auscultation ◽  
English Speaking

IntroductionThe value of chest auscultation would be enhanced by the use of a standardised terminology. To that end, the recommended English terminology must be transferred to a language other than English (LOTE) without distortion.ObjectiveTo examine the transfer to Hebrew—taken as a model of LOTE—of the recommended terminology in English.Design/settingCross-sectional study; university-based hospital.Participants143 caregivers, including 31 staff physicians, 65 residents and 47 medical students.MethodsObservers provided uninstructed descriptions in Hebrew and English of audio recordings of five common sounds, namely, normal breath sound (NBS), wheezes, crackles, stridor and pleural friction rub (PFR).Outcomes(a) Rates of correct/incorrect classification; (b) correspondence between Hebrew and recommended English terms; c) language and auscultation skills, assessed by crossing the responses in the two languages with each other and with the classification of the audio recordings validated by computer analysis.ResultsRange (%) of correct rating was as follows: NBS=11.3–20, wheezes=79.7–87.2, crackles=58.6–69.8, stridor=67.4–96.3 and PFR=2.7–28.6. Of 60 Hebrew terms, 11 were correct, and 5 matched the recommended English terms. Many Hebrew terms were adaptations or transliterations of inadequate English terms. Of 687 evaluations, good dual-language and single-language skills were found in 586 (85.3%) and 41 (6%), respectively. However, in 325 (47.3%) evaluations, good language skills were associated with poor auscultation skills.ConclusionPoor auscultation skills surpassed poor language skills as a factor hampering the transfer to Hebrew (LOTE) of the recommended English terminology. Improved education in auscultation emerged as the main factor to promote the use of standardised lung sound terminology. Using our data, a strategy was devised to encourage the use of standardised terminology in non-native English-speaking countries.

scholarly journals Unmasking Inequality: STEM Course Experience During the COVID-19 Pandemic

2020 ◽  
Author(s):  
Barbara Means ◽  
Julie Neisler
Keyword(s):  
General Pattern ◽  
Lower Income ◽  
Internet Connectivity ◽  
Course Content ◽  
Class Meetings ◽  
Course Experience ◽  
Stem Students ◽  
Race Ethnicity ◽  
Better Than

This report describes the experiences of over 600 undergraduates who were taking STEM courses with in-person class meetings that had to shift to remote instruction in spring 2020 because of COVID-19. Internet connectivity issues were serious enough to interfere with students’ ability to attend or participate in their STEM course at least occasionally for 46% of students, with 15% of students experiencing such problems often or very often. A large majority of survey respondents reported some difficulty with staying motivated to work on their STEM courses after they moved online, with 45% characterizing motivation as a major problem. A majority of STEM students also reported having problems knowing where to get help with the course content after it went online, finding a quiet place to work on the course, and fitting the course in with other family or home responsibilities. Overall, students who reported experiencing a greater number of major challenges with continuing their course after it went online expressed lower levels of satisfaction with their course after COVID-19. An exception to this general pattern, though, was found for students from minoritized race/ethnicity groups, females, and lower-income students. Despite experiencing more challenges than other students did with respect to continuing their STEM courses remotely, these students were more likely to rate the quality of their experiences when their STEM course was online as just as good as, or even better than, when the course was meeting in person.

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