Associations between early efficiency in language processing and learning outcomes in children born full term and preterm: Similarities and differences

Associations between children’s early language processing efficiency and later language, literacy, and non-verbal outcomes shed light on the extent to which early information processing skills support later learning across domains. Examining whether the strengths of associations are similar in typically developing and at risk populations provides an additional lens into the varying routes to learning that children take across development. We compared patterns of associations between early language processing efficiency (accuracy and reaction time) in the looking-while-listening (LWL) task and school-relevant skills in children born full-term (FT) and preterm (PT). Participants (n=94, 49 FT, 45 PT) were assessed in the LWL task at 18 months (corrected for degree of prematurity in PT group) and on standardized tests of expressive language, pre-literacy (print knowledge and phonological awareness), and non-verbal IQ at 4 ½ years. Early language processing efficiency was associated with later language and pre-literacy outcomes (r2 change ranged from 19.8 to 7.1, p < 0.01) to a similar extent in PT and FT children, controlling for age at test and SES, suggesting similar mechanisms of learning in these domains for PT and FT children. However, birth group moderated the association between reaction time and non-verbal IQ (r2 change 4.5, p < 0.05), such that an association was found in the PT but not the FT group. This finding suggests that information processing skills reflected in efficiency of real-time language processing may be recruited to support learning in a broader range of domains in the PT compared to the FT group.

Associations between early efficiency in language processing and learning outcomes in children born full term and preterm: Similarities and differences

•Associations between early language processing efficiency in toddlerhood and later standardized test performance inform the extent to which information processing skills support learning across domains.•Comparing patterns of associations in children from different clinical groups (e.g., children born full term and preterm) further informs whether neurobiological risk alters developmental pathways.•Early language processing efficiency was associated with language and pre-literacy outcomes to a similar extent for preterm and full term children, suggesting similar underlying mechanisms. •Association between processing speed and non-verbal IQ differed by group; processing speed supports learning in a broader range of domains in preterm than term children.

Improving Literacy Outcomes for Disadvantaged Girls Through Empowerment

Literacy acquisition is important for the formation of higher order skills, further engagement with written forms of knowledge, and deeper participation in society. Yet not all children have the opportunity to acquire literacy skills in their own mother tongue to allow them to continue to advance to these wider benefits of learning. This is particularly the case for girls living in poverty in Pakistan, where about 40% of the poorest girls are out of school compared to 24% of the richest girls not going to school. For those who start school, less than half complete a full cycle of basic education and less than 20% complete secondary schooling. In this chapter, the authors develop evidence for the effectiveness of a remedial learning program—Siyani Sahelian—which aims to support the reintegration of disadvantaged girls into schooling by developing literacy skills in Urdu (among other academic and life skills). The chapter provides evidence of the extent to which the programme supports literacy acquisition in an equitable way, and the main reasons behind the observed trends.

Is Bilingual Education Sustainable?

We present cross-sectional research to verify whether learning to read in Italian (the participants’ mother language and majority language) is delayed when simultaneously learning to read in English (a second language not spoken in the country). Available evidence considering the specific combination of bilingual orthographies being acquired suggests that there should not be adverse effects on the Italian literacy outcomes of Italian–English immersion students. To verify this hypothesis, the Italian reading performance of three groups of bilinguals educated in 50:50 Italian–English immersion programs in Grades 1, 3 and 5 were compared to that of three control groups of Italian monolingual peers attending mainstream monolingual Italian schools. The second aim was to examine the impact of an Italian–English immersion program on English language and literacy skills. To pursue this goal, we examined the English performance of the bilingual group across Grades 1, 3, and 5. Finally, we aimed to verify whether the language and reading attainments exhibited by the bilingual children in Italian were correlated to their English performance. The results show that bilingual children were not less proficient in Italian than monolingual children; improvement in English was observed across all grades, and performance in Italian was correlated with performance in English.

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

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.

Flipped Learning in Engineering Modules Is More Than Watching Videos: The Development of Personal and Professional Skills

The Accreditation Board for Engineering and Technology (ABET) has highlighted two key outcomes for students of all accredited engineering programs: the ability to communicate effectively with a range of audiences and the capacity to acquire and apply new knowledge as needed, using appropriate learning strategies. Likewise, in recent years, written exams, assignments, and oral presentations show transmission-skill deficiencies among engineering students. Flipped teaching serves to boost students to meet these outcomes and other competencies: comprehension reading, communication skills, character building, collaborative work, critical thinking, or creativity. So, flipped learning is more than watching videos. This research proposes two evidence-based transferable learning strategies built on a flipped-teaching model and was applied by the authors in engineering courses during the second year of the global pandemic caused by COVID-19: problem-based learning and teamwork assignments. The study comprised two phases. First, a systematic review of reports, writings, and exams delivered by students. It included some video-watching analytics to detect misuse. In the second stage, the authors ascertained trends of these outcomes. Student perceptions and other achievement indicators illustrate the possibilities for encouraging learners to achieve transmission, communication, and literacy outcomes. Results indicate that these learner-centered approaches may help students learn better, comprehend, apply, and transmit knowledge. But they require an institutional commitment to implementing proactive instruction techniques that emphasize the importance of student communication skills.

Teachers’ beliefs about children and children’s literacy development: The mediating role of responsive teaching

Many prior studies have shown that teachers’ child-centered beliefs are positively associated with children’s literacy development, but the mechanism driving this association is not well understood. The aim of the study was to examine whether teachers’ responsive teaching, a general factor of teacher–child interactions, served as a mediator between teachers’ beliefs about children and children’s literacy outcomes. A sample of 656 4-year old preschool children and their 59 head teachers was recruited. Children’s literacy assessments were conducted at baseline and six months later. The quality of responsive teaching was measured by the Classroom Assessment Scoring System (CLASS) near the baseline time point. Results from structural equation modeling indicated that the effects of teachers’ child-centered beliefs on children’s literacy development were fully mediated by responsive teaching. The finding offers insights into classroom practices and teacher training.

Are communities of practice a way to support health literacy: a study protocol for a realist review

IntroductionCommunities of practice are used for knowledge sharing and learning in health settings. However, more needs to be known to understand how they work, if they work different in different settings and what outcomes they might generate. Of particular interest is their potential role in health literacy development.Methods and analysisThis realist review will be undertaken in seven stages, aiming to develop a framework to show how the various contexts of communities of practice in health settings trigger mechanisms that lead to improved health literacy outcomes. The first stage of a realist review is considered important as it clarifies the scope of the review, yet it is rarely elaborated in detail. This paper describes this first stage in detail and shows how scoping techniques can support drafting an initial framework which can guide the rest of the review. After the initial scoping review, the subsequent stages follow an iterative and recurring process (until saturation is reached) that includes searching and appraising evidence, extracting and organising results, and analysing and summarising. The review will then generate conclusions and recommendations for stakeholders seeking to use communities of practice for their health literacy challenges. Findings of the scoping review are presented in this paper as part of the methods description to show the relevance of conducting a scoping review prior to a realist review.Ethics and disseminationEthical review is not required for this review. Experts and stakeholders will be involved in the process after the first stage to increase the quality of the process and to ensure practical relevance and uptake. This review focuses on communities of practice and health literacy, yet findings will likely be relevant for other health settings. Findings will be disseminated through stakeholders, publications, presentations and formal and informal reports.