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Effectiveness of a Collaborative, Multi-Component Intervention forAdolescent Students with Severe Reading Disabilities 青少年严重阅读障碍学生的协同多成分干预效果
The Open Communication Journal Pub Date : 2015-02-26 DOI: 10.2174/1874916X01509010044
Robyn A. Ziolkowski, Kimberly D. McDowell
{"title":"Effectiveness of a Collaborative, Multi-Component Intervention forAdolescent Students with Severe Reading Disabilities","authors":"Robyn A. Ziolkowski, Kimberly D. McDowell","doi":"10.2174/1874916X01509010044","DOIUrl":"https://doi.org/10.2174/1874916X01509010044","url":null,"abstract":"The purpose of this study was to evaluate the effectiveness of a collaborative, multi-component reading intervention approach for adolescent students in high school with severe reading disabilities. Students in the experimental condition received 24 weeks of multi-component, differentiated small group interventions from a special-education teacher, a speech pathologist, and a paraprofessional with time to engage in cooperative groups and practice skills to mastery. Monthly progress monitoring informed the instructors of ongoing progress and drove instructional components based on student learning. The control group received whole classroom instruction combined with traditional, special educational supports. The results showed significant differences in growth between conditions on standardized measures of word reading fluency, oral reading fluency, and reading comprehension with medium effect sizes. No differences were noted in standardized vocabulary growth. Grade level progress in reading was not observed for either the experimental or the control groups; however, outcomes indicated only three \"nonresponders\" in the experimental group compared to six in the control. Findings are discussed in regard to practical application, limitations, and future research.","PeriodicalId":297766,"journal":{"name":"The Open Communication Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124367518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Promoting and Maintaining Bilingualism and Biliteracy: Cognitive andBiliteracy Benefits & Strategies for Monolingual Teachers 促进和保持双语能力和双语能力:单语教师的认知和双语能力的好处和策略
The Open Communication Journal Pub Date : 2015-02-26 DOI: 10.2174/1874916X01509010056
Debra A. Giambo, T. Szecsi
{"title":"Promoting and Maintaining Bilingualism and Biliteracy: Cognitive andBiliteracy Benefits & Strategies for Monolingual Teachers","authors":"Debra A. Giambo, T. Szecsi","doi":"10.2174/1874916X01509010056","DOIUrl":"https://doi.org/10.2174/1874916X01509010056","url":null,"abstract":"Many school personnel pursue the goal of developing English language learners' English-language and literacy skills efficiently and this is most often implemented to the exclusion of supporting, developing, and maintaining students' heritage language skills. However, there is significant evidence that promoting bilingualism and biliteracy can significantly contribute to the effect that many school personnel want, that of efficiently developed English language and literacy skills, with the added benefit of students who can function and thrive in multilingual environments. In this article, we present research-based evidence in support of developing and maintaining bilingualism and biliteracy, and we submit that the empirical research support for the benefits of bilingualism and biliteracy should change language and literacy instruction. Strategies for teachers, especially teachers who do not speak the heritage language of their students, are provided and can be implemented to promote bilingual reading, writing, and language skill development.","PeriodicalId":297766,"journal":{"name":"The Open Communication Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134282880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
The Power of the Read Aloud in the Age of the Common Core 共同核心时代大声朗读的力量
The Open Communication Journal Pub Date : 2015-02-26 DOI: 10.2174/1874916X01509010034
Vickie Johnston
{"title":"The Power of the Read Aloud in the Age of the Common Core","authors":"Vickie Johnston","doi":"10.2174/1874916X01509010034","DOIUrl":"https://doi.org/10.2174/1874916X01509010034","url":null,"abstract":"The implementation of Common Core Standards for English Language Arts (2010) will require the use of more complex text and an increase in the use of informational text; however, reading research and best practices in literacy instruction confirm the value of a narrative read-aloud. Read-aloud time using narrative texts must still be included as a vital part of literacy instruction. Reading aloud to students increases vocabulary development, enhances fluency and oral language, introduces students to diverse population or cultural diversity, and develops critical thinking and problem solving skills. An effective read-aloud can enable students to learn about different types of conflicts and possible solutions as well as empathy and understanding for others. An effective twenty-minute read-aloud can expose students to the same academic words that would be found in content area textbooks and motivates students to become engaged in reading.","PeriodicalId":297766,"journal":{"name":"The Open Communication Journal","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129950509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 18
What First Grade Teachers Reveal About Vocabulary Instruction: Aligning Instruction to the Common Core State Standards 一年级教师对词汇教学的启示:使教学与国家共同核心标准保持一致
The Open Communication Journal Pub Date : 2015-02-26 DOI: 10.2174/1874916X01509010002
Haley C. Olson, Johnnie Santos
{"title":"What First Grade Teachers Reveal About Vocabulary Instruction: Aligning Instruction to the Common Core State Standards","authors":"Haley C. Olson, Johnnie Santos","doi":"10.2174/1874916X01509010002","DOIUrl":"https://doi.org/10.2174/1874916X01509010002","url":null,"abstract":"This mixed methods study examined the vocabulary knowledge and instructional practices of four grade 1 teachers in order to better understand how prepared teachers are to implement the First Grade English Language Arts Common Core State Standards (CCSS). Data collected included an audiotaped semi-structured interview, a teacher survey, video-recorded class vocabulary instruction, researcher field notes, and artifacts of class activities. Findings indicate that teaching experience is not a factor in the level of vocabulary instruction teachers provide. For example, veteran teachers in the analysis rely on traditional spelling tests and basal based vocabulary instruction to teach vocabulary, while the less experienced teachers utilize trade books to guide their instruction. However, veteran teachers provide vocabulary instruction daily, while less experienced teachers did not. Findings suggest that all teachers would benefit from professional learning opportunities related to vocabulary instruction and researchers are encouraged to investigate vocabulary instruction and its alignment to the CCSS with larger sample sizes in other districts and across all grade levels.","PeriodicalId":297766,"journal":{"name":"The Open Communication Journal","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132671486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Encouraging Critical Thinking and Professional Reading with LiteracyBags 用识字袋鼓励批判性思维和专业阅读
The Open Communication Journal Pub Date : 2015-02-26 DOI: 10.2174/1874916X01509010065
Jackie Greene, Linda Serro
{"title":"Encouraging Critical Thinking and Professional Reading with LiteracyBags","authors":"Jackie Greene, Linda Serro","doi":"10.2174/1874916X01509010065","DOIUrl":"https://doi.org/10.2174/1874916X01509010065","url":null,"abstract":"Students enrolled in college courses are typically expected to read one or more textbooks per course. While the course text may be comprehensive, the author's approach may be narrow in focus, disregarding diverse perspectives on the subject. In addition, the limited genre presented in textbooks (i.e., nonfiction, expository) is not likely to encourage a desire for professional reading in students. To address these issues, two faculty members incorporated a Literacy Bag Project into their education courses at both graduate and undergraduate levels. The Literacy Bag activity involves students reading diverse genres in a variety of texts throughout the semester. Students select a different book each week, read one chapter/section, and reflect on the reading via journal writing and/or verbal discussions. This study examined students' perception of the Literacy Bag activity, as well as impact on critical thinking and professional literacy. Results indicate students at both the graduate and undergraduate levels: (1) plan to continue professional reading beyond the course; (2) engage in critical thinking; (3) enjoyed the activity and recommended the activity continue to be implemented. Analysis of student responses identified critical themes for success with the Literacy Bag activity: choice, perspective sharing, motivation, and classroom applications.","PeriodicalId":297766,"journal":{"name":"The Open Communication Journal","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114717717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Reading, Writing and Relevancy: Integrating 3R's into STEM 阅读，写作和相关性:将3R融入STEM
The Open Communication Journal Pub Date : 2015-02-26 DOI: 10.2174/1874916X01509010061
Shirley Lefever-Davis, Cathy J. Pearman
{"title":"Reading, Writing and Relevancy: Integrating 3R's into STEM","authors":"Shirley Lefever-Davis, Cathy J. Pearman","doi":"10.2174/1874916X01509010061","DOIUrl":"https://doi.org/10.2174/1874916X01509010061","url":null,"abstract":"A recent editorial in the New York Times (Editorial, 2013) raised an awareness of a growing demand for more college graduates in the Science, Technology, Engineering and Math (STEM) fields. This fact, coupled with a declining interest on the part of students in those areas (ACT, 2013) necessitates a dramatic and urgent need for K-12 curriculum that fosters an interest in these fields and promotes skills that facilitate success. Many educators believe the solution is a curriculum steeped in a problem-based approach that integrates strong communication skills (Sanders, 2009). This article will describe the importance and essence of making STEM instruction relevant through a problem-based learning approach at the same time promoting students' literacy skills. Specific suggestions for instructional strategies that can be used effectively in a problem-based curriculum to promote competence and interest in STEM areas will also be described.","PeriodicalId":297766,"journal":{"name":"The Open Communication Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123404941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
Effective Direct Vocabulary Instruction to Meet the Focus of the CommonCore Standards 有效的直接词汇教学，以满足共同核心标准的重点
The Open Communication Journal Pub Date : 2015-02-26 DOI: 10.2174/1874916X01509010039
Ashlie R. Jack
{"title":"Effective Direct Vocabulary Instruction to Meet the Focus of the CommonCore Standards","authors":"Ashlie R. Jack","doi":"10.2174/1874916X01509010039","DOIUrl":"https://doi.org/10.2174/1874916X01509010039","url":null,"abstract":"This article will examine the eight research-based characteristics of effective vocabulary instruction adapted from Building Academic Vocabulary by Robert Marzano (2004). This article will serve as a resource for educators to determine the most effective direct vocabulary approaches to utilize in their classroom as they address vocabulary instruction as outlined in the Common Core State Standards.","PeriodicalId":297766,"journal":{"name":"The Open Communication Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114788250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Struggling Readers' "Noticings" to Make Meaning of Picture Books 挣扎读者的“注意”使绘本有意义
The Open Communication Journal Pub Date : 2015-02-26 DOI: 10.2174/1874916X01509010012
Gayla Lohfink
{"title":"Struggling Readers' \"Noticings\" to Make Meaning of Picture Books","authors":"Gayla Lohfink","doi":"10.2174/1874916X01509010012","DOIUrl":"https://doi.org/10.2174/1874916X01509010012","url":null,"abstract":"For today's elementary teacher, comprehension instruction must include strategies that include viewing to make sense of information in multimodal texts. Using case study methodology, this research describes the extent of how struggling readers notice images in picture books in order to make meaning. Data sources include written transcriptions of 13 video-taped reading sessions, the participants' criterion-based fluency measures and word identification proficiencies per book, and the researcher's field notes. Results reveal the participants most often noticed visual information in interpreting and then used the visual memory of these \"noticings\" to decode and increase oral reading accuracy. The results further reveal the ways in which the second graders' processed nonverbal information by (1) transacting with images/text via socio-cultural references, (2) interpreting images via representational aspects of the world, interactions of social relations, and compositions of integrated texts, and (3) questioning images/text. While \"noticings\" of visual information exceed \"noticings\" of verbal/written information, the students' meaning-making transactions are apparent with both images and text. Frequently, the participants' processing of information includes noticing the composition of an image. Yet, interpretations reference representations from their experiential worlds, such that \"gaps\" between what is represented/noticed and what the students' knew from prior experiences generated questions.","PeriodicalId":297766,"journal":{"name":"The Open Communication Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126232345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Applying a Teacher-Designed Response to Intervention to Improve theReading Among Struggling Third Grade Students 运用教师设计的干预反应提高三年级学生的阅读水平
The Open Communication Journal Pub Date : 2015-02-26 DOI: 10.2174/1874916X01509010023
M. Jennings, Kimberly D. McDowell, Jeri A. Carroll, Catherine M. Bohn-Gettler
{"title":"Applying a Teacher-Designed Response to Intervention to Improve theReading Among Struggling Third Grade Students","authors":"M. Jennings, Kimberly D. McDowell, Jeri A. Carroll, Catherine M. Bohn-Gettler","doi":"10.2174/1874916X01509010023","DOIUrl":"https://doi.org/10.2174/1874916X01509010023","url":null,"abstract":"This study sought to examine the effects of a teacher-designed, differentiated instructional model on the reading skills (i.e., fluency and vocabulary) of struggling third grade readers. Participants included eight struggling third grade students in the intervention classroom and a comparison group of eight struggling third grade students in a control classroom. Participants completed measures of reading comprehension, vocabulary, and oral reading fluency. Participants in both groups received core reading instruction (i.e., 90 minute instructional block). In addition, participants in the intervention group received an additional 20 minutes of individualized, intensive intervention focused on vocabulary and fluency. This was done one-on-one. Results indicated that the children in the intervention group outperformed those in the control group on summative measures. Implications for individualized instruction in classrooms is provided.","PeriodicalId":297766,"journal":{"name":"The Open Communication Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130911543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
L2 Fossilization: A Competence or a Performance Phenomenon L2石化:一种能力或一种表现现象
The Open Communication Journal Pub Date : 2014-11-24 DOI: 10.2174/1874916X01408010009
C. Moskovsky, S. Ratcheva
{"title":"L2 Fossilization: A Competence or a Performance Phenomenon","authors":"C. Moskovsky, S. Ratcheva","doi":"10.2174/1874916X01408010009","DOIUrl":"https://doi.org/10.2174/1874916X01408010009","url":null,"abstract":"The study reported here examined the question whether fossilization occurs as a result of competence deficiencies or is a function of processing constraints, i.e., a feature of performance. To address this issue, we first collected longitudinal data (2 years apart) from an adult second language (L2) learner of English. Error analysis conducted on our subject's L2 output revealed features that are consistent with the occurrence of fossilization: steady below norm levels of grammatical accuracy, fluctuation between correct and incorrect usage of the same structure, and backsliding. Next we used a grammaticality judgement (GJ) task to examine our subject's intuitions about the English article - the most pervasive error in his output; we also administered the same GJ task to eight native speaker controls. The analysis of the data from the grammaticality judgement task showed a clear mismatch between our subject's intuitions about article usage and those of the controls, suggesting that fossilization is most likely a competence phenomenon.","PeriodicalId":297766,"journal":{"name":"The Open Communication Journal","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123937333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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