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1.
Explaining phonology and reading in adult learners: Introducing prosodic awareness and executive functions to reading ability 
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下载免费PDF全文 Background
This study was designed to extend our understanding of phonology and reading to include suprasegmental awareness using measures of prosodic awareness, which are complex tasks that tap into the rhythmic aspects of phonology. By requiring participants to access, reflect on and manipulate word stress, the prosodic awareness measures used here necessarily impose demands on the executive system. Prosodic awareness was evaluated as a phonological predictor of reading in older readers while controlling for executive functions (EF) in order to ascertain whether observed predictive relationships could be confidently attributed to suprasegmental awareness.Methods
103 adults between 18 and 55 years of age completed tasks on prosodic awareness, EF, vocabulary, nonverbal abilities, naming speed and short‐term memory.Results
Independent contributions of prosodic awareness added to models of word reading, whereas EF processes did not uniquely contribute to adult reading outcomes.Conclusions
Suprasegmental phonology explains individual differences in word reading among experienced readers. Theoretical implications of findings are discussed.Implications for Practice
What is already known about this topic- Phonological awareness (PA) becomes less predictive of reading in older readers. PA is typically assessed at the level of the segment (e.g., phonemes, syllables and onset‐rimes), with less focus on suprasegmental processes (e.g., rhythm, stress and intonation).
- Suprasegmental phonological processing includes measures of prosodic ability (e.g., awareness and manipulation of suprasegmental features of oral language). Studies on prosodic awareness and reading have independent contributions beyond segmental PA in early readers. Less work has been investigated among adult readers.
- Executive functions (EF) including inhibitory control, working memory, switching and updating and monitoring of goal directed behaviour, predict overall academic achievement. Limited studies have controlled for EF demands in phonological tasks.
- Tasks of prosodic awareness necessarily impose demands on the executive system when manipulating components of oral language. After controlling for EF and controls, prosodic awareness explained individual differences in adult word reading.
- Tasks of suprasegmental phonological processes explain the association between phonology and reading in older and more experienced readers. Researchers who explore phonology and reading development should begin to include tasks of prosodic awareness to examine the dual role of segmental and suprasegmental PA as it is implicated across development.
- Theoretical models of phonology and reading can be extended to include suprasegmental processes.
- For educational practitioners involved in reading assessment of older readers, tasks of prosodic awareness are a more age‐appropriate measure of phonology.
- Tasks of phonology and reading with increasing complexity impose greater demands on the executive system. The relationship between cognitive flexibility and reading needs to be considered in theoretical models of reading.
2.
Predictors of word‐reading ability in 7‐year‐olds: analysis of data from a U.K. cohort study 下载免费PDF全文
下载免费PDF全文 Ginny Russell Obioha C. Ukoumunne Denise Ryder Jean Golding Brahm Norwich 《Journal of Research in Reading》2018,41(1):58-78
Previous U.K. population‐based studies have found associations amongst early speech and language difficulties, socioeconomic disadvantage and children's word‐reading ability later on. We examine the strength of these associations in a recent U.K. population‐based birth cohort. Analyses were based on 13,680 participants. Linear regression models were fitted to identify factors that were associated with word‐reading score at the age of 7 years. Path analysis models were fitted to examine phonological skills as a mediator of the relationships. We found that male gender, preterm birth, naming vocabulary at age five, concerns about speech and language, maternal education, type of housing tenure, lone parenting, parent attachment and frequency of reading to the child were all independently associated with word reading. For each of these predictors, there was evidence suggesting that a substantial proportion of the effect may be mediated by phonological skills (ranging from 52 to 89%). Despite policy intervention, many of the same risk factors identified in previous studies still predict children's word‐reading ability in the United Kingdom. Results support the phonological model, with phonological skills on the pathway to word reading.
What is already known about this topic?
- A range of studies has implicated poor socioeconomic background and disadvantaged family circumstances as risks for children's poor word reading.
- Good early development of language skills is firmly established as a pathway to promoting reading ability.
- Not all poor readers show deficits in phonological skills, although such deficits correlate highly with reading difficulties.
What this paper adds
- This is an original analysis of factors in a recent cohort of U.K. children, using stratified sampling to be representative of the U.K. population as a whole.
- A range of child‐specific, family socioeconomic and family relationship factors were independently associated with word‐reading ability when children were age seven.
- For each of the predictors, there was evidence suggesting that a substantial proportion of the effect, if causal, may be mediated by phonological skills (ranging from 52 to 89%).
Implications for theory, policy or practice
- Despite policy intervention, many of the same risk factors identified in older studies still predict children's word‐reading ability in the United Kingdom.
- Results lend weight to the phonological model, where deficits in phonological skills are on the pathway to word reading.
3.
For typically developing (TD) children, the home literacy environment (HLE) impacts reading competence, yet few studies have explored the HLE of children with autism spectrum disorders (ASD). We collected information about the HLE of children aged 7–13 with ASD and their TD peers via a parental questionnaire and examined whether there were any differences in home literacy practices. Subtle group differences emerged. Children with ASD and concomitant language disorder (autism language disorder [ALD]) were engaged in shared reading and reading discussion more frequently than were TD children and children with ASD and age‐appropriate language skills (autism language normal [ALN]). However, both ALN and ALD children engaged in shared reading for a shorter duration than their TD peers. Across groups, frequency and duration of independent reading were positively associated with reading ability and attitude. Thus, home literacy practices appear to reflect child characteristics, and parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.
Highlights
What is already known about this topic- The home literacy environment (HLE) impacts the reading development of typically developing children.
- Many children with autism spectrum disorders (ASD) have reading difficulties, but little is known about the HLE of children with ASD.
- We examined the relationship between the HLE and reading for children with ASD.
- Poorer readers with ASD were engaged in shared reading practices more frequently than proficient readers.
- Children with ASD engaged in shared reading practices for a shorter duration than their typically developing peers.
- Home literacy practices appear to reflect child characteristics.
- Parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.
4.
How simple is reading in Arabic? A cross‐sectional investigation of reading comprehension from first to sixth grade 下载免费PDF全文
下载免费PDF全文 - The ‘simple view of reading’ model explains reading comprehension as the product of decoding and listening comprehension.
- This model explains between 70% and 83% of the variance in reading comprehension in English, in which the contribution of decoding and listening comprehension varies as a function of the level of the readers.
- Orthographic transparency and other unique characteristics of the languages studied might influence reading comprehension in these languages
- Arabic is a diglossic language that is characterised by relatively unique orthographic and morphological features for which the validity of the simple view of reading (SVR) has not been tested.
- The basic components of the SVR (decoding and listening comprehension) have explained between 56% and 38% of the variance in reading comprehension in children from the first to the sixth grade.
- Decoding, as one of the basic components of the SVR, failed to contribute to reading comprehension when orthography and morphology were considered.
- This large‐scale cross‐sectional study is the first of its type to assess reading comprehension in Arabic.
- The study justifies the necessity to assess the suitability of the SVR in languages with very specific linguistic characteristics such as Arabic.
- The results emphasise the necessity of considering the complex orthography and the rich morphology of Arabic for improving teaching, assessment and intervention.
5.
Autumn L. McIlraith Language Reading Research Consortium 《Journal of Research in Reading》2018,41(1):79-96
Predictors of early word reading are well established. However, it is unclear if these predictors hold for readers across a range of word reading abilities. This study used quantile regression to investigate predictive relationships at different points in the distribution of word reading. Quantile regression analyses used preschool and kindergarten measures of letter knowledge, phonological awareness, rapid automatised naming, sentence repetition, vocabulary and mother's education to predict first‐grade word reading. Predictors generally varied in significance across levels of word reading. Notably, rapid automatised naming was a significant unique predictor for average and good readers but not poor readers. Letter knowledge was generally a stronger unique predictor for poor and average readers than good readers. Well‐known word reading predictors varied in significance at different points along the word reading distribution. Results have implications for early identification and statistical analyses of reading‐related outcomes. What is already known about this topic
- Early predictors of word reading are well established, with letter knowledge, phonological awareness and rapid automatised naming identified as key predictors.
- These relationships are primarily investigated in average readers, or in groups of good and poor readers separated by an arbitrary cut‐off score.
- In this study, we used quantile regression to determine significant predictors of word reading across a range of word reading abilities.
- The quantile regression approach avoids the loss of power that can arise when creating subgroups and has none of the issues associated with the use of a single, arbitrary cut-off score to separate good and poor readers.
- Letter knowledge and phonological awareness were significantly predictive of word reading across the distribution of word reading abilities, whereas rapid automatised naming was significant only for good readers, and sentence recall was significant only for poor readers.
- Results reinforce the usefulness of measures such as letter knowledge, phonological awareness and sentence repetition in the early identification of children at risk for reading disabilities.
- Results also suggest that measures of rapid naming may add little unique information in differentiating between children who subsequently read in the below‐average range.
6.
Background
Little is known about how fine motor skills (FMS) relate to early literacy skills, especially over and above cognitive variables. Moreover, a lack of distinction between FMS, grapho‐motor and writing skills may have hampered previous work.Method
In Germany, kindergartners (n = 144, aged 6;1) were recruited before beginning formal reading instruction and were administered a host of FMS, early reading skills and cognitive measures.Results
Analyses indicate that FMS related less strongly than grapho‐motor skills to emergent literacy skills. Controlling for grapho‐motor and cognitive skills, FMS did not generally explain unique variance in emergent literacy skills.Conclusions
The link between reading and motor skills is highly differential. Findings did not suggest that pure FMS played a significant role in early reading development, however, its close cousin grapho‐motor skills – even when devoid of the cognitive knowledge of letters – did.Implications for practice
What is already known about this topic
- Fine motor skills (FMS) are considered an important school readiness indicator
- FMS play a role in cognition and language development
- Some research suggests that FMS might be important for reading
What this paper adds
- First study to look differentially at FMS and emergent literacy
- FMS was considered separately from grapho‐motor and handwriting skill
- Links between these motor skills and a broad range of emergent literacy and cognitive skills were investigated
Implications for practice and/or policy
- FMS may be important in the development of grapho‐motor skills
- Grapho‐motor skills appear, in turn, linked to reading
- Fostering children's grapho‐motor skills may be important in kindergarten
7.
The effects of age and sublexical automaticity on reading outcomes for students with reading disabilities 下载免费PDF全文
下载免费PDF全文 For students with reading disabilities, reading fluency has proven difficult to remediate. The current study examined age‐related effects on measures of word and text‐reading outcomes, within the context of a phonologically based remedial reading program. The contribution of speeded‐reading of sublexical sound–spelling patterns to fluency outcomes was also examined. The youngest group of participants showed better outcomes on measures of word and pseudoword reading. All age groups made significant and meaningful improvements on measures of reading fluency and reading comprehension. Participants' mastery of speeded, sublexical sound–spelling reading contributed variance to fluency outcomes beyond pre‐intervention fluency scores. Practice with sublexical spelling patterns may be one important component of programs directed at remediating accuracy and fluency deficits for students with reading disabilities. What is already known about this topic
- Reading fluency has proven difficult to remediate for students with reading disabilities.
- Training with sublexical sound–spelling patterns has increased recognition of the trained patterns, but transfer has been limited.
- Young children with reading difficulties appear to have an advantage at closing the reading achievement gap; however, there are some inconsistencies in the literature.
- Automaticity with sublexical patterns made a unique contribution to fluency outcomes in this sample of students with reading disabilities.
- In the context of the reading program examined, all age groups made significant and meaningful standard score gains on reading fluency.
- Young children did not score higher than the two older groups on measures of oral reading fluency or reading comprehension; bringing into question conclusions drawn from prevention versus intervention studies.
- Findings lend support to models of reading acquisition that emphasize multilayered, sublexical spelling–sound knowledge as important to reading fluency, beyond that of sight‐word reading efficiency.
- Including speeded practice of a broad range of sublexical sound–spelling patterns and training these to mastery deserves further study as one potential approach to improving fluency interventions for students with reading disabilities.
- We suggest that this sublexical training may mimic reading practice in terms of building orthographic representations that support fluent reading.
8.
Calling Iranian learners of L2 English: effect of gloss type on lexical retention and reading performance under different learning conditions 下载免费PDF全文
下载免费PDF全文 This study sought to compare how three different gloss types (text–picture, text–audio and text–picture–audio) affected English as a foreign language (EFL) learners' reading comprehension and vocabulary acquisition. The study also compared how results on comprehension and vocabulary acquisition differed across three learning conditions (i.e., incidental, intentional and explicit instruction). A between‐groups design was employed with four groups (N = 135) of Iranian university learners of L2 English. The participants (with upper‐intermediate proficiency level) read English texts. Written recall and multiple‐choice questions were used to measure reading comprehension; vocabulary knowledge scale (VKS) and contextualized vocabulary knowledge test (CVKT) were used to assess vocabulary acquisition. Results of statistical analyses revealed that while the text–picture–audio gloss type consistently resulted in better vocabulary learning and reading comprehension, the learning conditions varied in terms of their immediate and delayed effect on vocabulary and reading scores. This study suggests that learner performances across gloss types are condition specific and provides both pedagogical and theoretical implications. What is already known about this topic
- Electronic glosses foster reading comprehension and vocabulary acquisition.
- There are different positions about the effectiveness of form focused instruction in grammar, with the focus on forms approach having a higher acceptable rate in SLA. But, this issue has been rarely researched in vocabulary acquisition.
- This study supports the complementary nature of dual annotations in vocabulary learning and reading comprehension.
- This study extends the issue of form focused instruction to vocabulary learning by comparing the incidental, intentional and incidental–intentional learning orientations.
- This study evaluates the interaction between the multiple gloss types and the learning orientations.
- This study provides both pedagogical and theoretical implications.
9.
Effects of reciprocal teaching on reading comprehension of low‐achieving adolescents. The importance of specific teacher skills 下载免费PDF全文
下载免费PDF全文 Mariska Okkinga Roel van Steensel Amos J. S. van Gelderen Peter J. C. Sleegers 《Journal of Research in Reading》2018,41(1):20-41
Low‐achieving adolescents are known to have difficulties with reading comprehension. This article discusses how reciprocal teaching can improve low‐achieving adolescents' reading comprehension in whole‐classroom settings (as opposed to small‐group settings) and to what extent intervention effects are dependent on teacher behaviour. Over the course of 1 year, experimental teachers (n = 10) were given extensive training and coaching aimed at using principles of reciprocal teaching, while control teachers (n = 10) used their regular teaching method. Observations of teacher behaviour were focused on instruction of reading strategies, modelling and support of group work and were performed in both experimental and control classes, comprising a total of 369 students (mean age = 13.01). Our study shows that reciprocal teaching contributed to adolescent low achievers' reading comprehension only when experimental teachers provided high‐quality strategy instruction. In addition, results suggest that the quality of implementation of reciprocal teaching in whole‐classroom settings should receive more research attention.
Highlights
What is already known about this topic- Reciprocal teaching is a method of instructing and guiding learners in reading comprehension.
- It consists of a set of three related instructional principles: (a) teaching comprehension‐fostering reading strategies; (b) expert modelling, scaffolding and fading; and (c) students practising and discussing reading strategies with other students, guided and coached by the teacher.
- High quality of implementation of reciprocal teaching by teachers in classrooms is difficult.
- After 1 year of implementing reciprocal teaching, no main effects of the treatment were established.
- Intervention effects were moderated by quality of instruction: strategy instruction led to higher scores on reading comprehension in the treatment condition but not in the control condition.
- Implementation of the instructional principles was by no means optimal: teachers were unable to provide detailed guidance to students working in small groups and modelling of strategies requires more experience and theoretical insight in the use and nature of reading strategies.
- Extensive training and coaching are needed for teachers to become experts in reciprocal teaching.
- Teachers need hands‐on tools to be able to guide students in their collaborative group work and to fade the teachers' role in order to allow more individual self‐regulation by students in their use of strategies.
- Implementation quality has to be taken into account when doing effectiveness research and when adopting new, theory‐based didactic approaches.
10.
Expository text comprehension in secondary school: for which readers does knowledge of connectives contribute the most? 下载免费PDF全文
下载免费PDF全文 Camille Welie Rob Schoonen Folkert Kuiken Huub van den Bergh 《Journal of Research in Reading》2017,40(Z1):S42-S65
- Connectives (words such as moreover, because and although) help the reader in establishing coherence between text parts.
- In primary school, for fifth graders, knowledge of connectives has been shown to be uniquely related to English text comprehension controlling for reading fluency and general vocabulary knowledge.
- For fifth graders, the relationship between knowledge of connectives and English text comprehension was higher for English‐only students than for their peers who learned English as a second language.
- The present study found that knowledge of connectives also has a unique relation with Dutch expository text comprehension for eighth graders above and beyond reading fluency, general vocabulary knowledge and metacognitive knowledge (about text structure and reading and writing strategies).
- The relationship between knowledge of connectives and text comprehension was not moderated by reading fluency, general vocabulary knowledge and language background (monolingual versus bilingual Dutch).
- Metacognitive knowledge did impact the relationship between knowledge of connectives and text comprehension: the higher the metacognitive knowledge, the higher the association between knowledge of connectives and text comprehension.
- Secondary school readers are assumed to benefit from knowing connectives because these words are frequent in expository texts and signal relationships that students may often not infer without the help of these devices (i.e., with the use of background knowledge). This seems to apply in particular for expository texts that are intended to convey new information and relationships to students (see also Singer & O'Connell, 2003 ).
- We found a significant interaction between knowledge of connectives and metacognitive knowledge, which seems to indicate that knowing more connectives does not help much in improving expository text comprehension when metacognitive knowledge about text structure and reading strategies is low. This result suggests that it may be wise to couple instruction on the meaning of connectives with instruction about the structure of expository texts and ways to strategically deal with these texts.
- More specifically, besides instruction on the meaning of connectives, we advise teachers in secondary school to get students to understand the importance of connectives as markers of local and global coherence in texts, and to teach them how to strategically use connectives during reading.
11.
Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese 下载免费PDF全文
下载免费PDF全文 Tomohiro Inoue George K. Georgiou Naoko Muroya Hisao Maekawa Rauno Parrila 《Journal of Research in Reading》2018,41(1):159-175
We examined the cross‐lagged relations between the home literacy environment and literacy skills in Japanese, and whether child's gender, parents' education and child's level of literacy performance moderate the relations. One hundred forty‐two Japanese children were followed from Grades 1 to 2 and assessed on character knowledge, reading fluency and spelling. Their parents responded to a questionnaire assessing the frequency of their teaching and shared reading. Results showed that parent teaching increased and shared reading decreased from Grades 1 to 2. Cross‐lagged path analysis indicated that the literacy skills in Grade 1 were negatively associated with parent teaching in Grade 2. The results further suggested that more educated parents of higher performing children, particularly boys, adjusted their involvement to their children's literacy skills, while less educated parents of lower performing children did not. These findings indicate the importance of parents' sensitivity to their child's performance. What is already known about this topic
- Home literacy environment (HLE) plays an important role in children's literacy acquisition in Western and some East Asian contexts.
- Children's early reading skills can have an impact on later HLE.
- The direction of the relationship between HLE and children's reading skills may change from positive in Kindergarten to negative in Grade 1.
- In line with the findings of previous studies in other languages, Japanese parents adaptively adjust their home literacy activities to their child's literacy skills.
- The effect of children's literacy skills on later shared reading is stronger among boys than among girls.
- More educated parents of higher performing children adjust their involvement to their child's literacy skills, while less educated parents with lower performing children do not.
- We should encourage parents to be sensitive to their child's literacy skills to help them build a foundation that will boost future literacy development.
- This can be particularly true of less educated parents with poorly performing children.
- We should encourage educators to communicate the children's literacy achievement to their parents and also suggest the means by which HLE could be beneficial for their children's literacy development.
12.
Emily J. Roberts-Tyler Sarah E. Roberts Richard Watkins J. Carl Hughes Richard P. Hastings David Gillespie 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1373-1396
Well-designed computer or app-based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high-quality instruction, reducing time and resources required for training expert delivery, saving instructional time). However, variation in implementation can still affect outcomes when using educational technology. Research generally suggests that without follow-up support after training, implementation of educational interventions is often poor and outcomes reduced. However, the extent to which this is the case when the core element of an intervention is computer or app-delivered is not yet clear. This study investigated the effects of providing ongoing implementation support for Headsprout Early Reading (HER, an early reading programme accessible via a computer or an app), to determine whether such support leads to better outcomes. Twenty-two primary schools (269 learners) participated in a cluster-randomised controlled trial. Eleven schools received initial training followed by ongoing support across the school year, whereas the other 11 schools received initial training and technical support only. Pre- and post-measures of reading skills were conducted using the York Assessment of Reading for Comprehension. We found no effect of implementation support on outcomes, and no effect of implementation support on delivery of the core element of HER. However, there were some effects of implementation support on the implementation of other HER elements relating to the responsiveness of educators to learners' learning within HER. These findings have implications for providing access to high quality online instruction in early reading skills at scale, with minimal training. More broadly, the current study suggests that well-designed computer or app-based instruction can yield positive outcomes with minimal implementation support and training. However, further research is required to ensure the interplay between learners' app-based learning and teacher intervention functions as intended to provide additional support for those who need it.
Practitioner notes
What is already known about this topic
- Well-designed computer or app-based instruction has a number of potential benefits (eg increasing accessibility and feasibility of high-quality instruction, reducing time and resources required for training expert delivery, saving instructional time).
- Implementation can still affect outcomes when using educational technology, and without follow-up support after training, implementation of educational interventions is often poor and outcomes reduced.
- The extent to which this is the case when the core element of an intervention is computer or app-delivered is not yet clear.
What this paper adds
- We found that providing implementation support for teachers and teaching assistants delivering Headsprout Early Reading (HER; an early reading programme accessible via a computer or an app) did not affect the reading outcomes of learners.
- We also found the implementation support did not affect delivery of the core, app-delivered element of the programme.
- However, there were notable differences in implementation of other aspects of the programme, particularly in relation to the role of the teacher or educational practitioner in managing the interplay between the app-based learning and teacher intervention for learners who require further support.
Implications for practice and policy
- These findings have implications for providing access to high quality instruction in early reading skills at scale, with minimal training.
- More broadly, the current study suggests that well-designed computer or app-based instruction can yield positive outcomes with minimal implementation support and training.
- However, the findings of this study identify some potential risk of an over-reliance on technology to facilitate the learning of all learners accessing the programme.
- Further research is required to ensure the interplay between learners' app-based learning and teacher intervention functions as intended to provide additional support for those who need it.
13.
《About Campus》2003,8(5):1-32
- The Opportunity for a College Education: Real Promise or Hollow Rhetoric?
- By Brian K. Fitzgerald
- Recent shifts in student financial aid policies and severe increases in tuition are mounting impossible barriers to a college education for low‐ and middle‐income students. The author, an adviser to the United States Congress and Secretary of Education, examines the disturbing reality of who's no longer coming to college.
- What Matters to Alexander Astin? A Conversation with Higher Education's Senior Scholar
- To understand the key issues underlying student behaviors, attitudes, and the social context of education during the past 40‐plus years, we need to look no further than Alexander Astin.
- Preparing Spiritual Leaders: One Teacher Takes on the Challenge
- By Judy L. Rogers
- Launching a new course is daunting. Launching a course as heavily laden with emotional and cultural issues as spirituality is downright overwhelming but not impossible. Here is what the author learned.
- Departments
- From the Executive Editor—A Word About Learning Partnerships
- Our new editor, Marcia Baxter Magolda, has a few words for readers.
- In Practice—Embedding Student Advocates: Assistant Deans Provide In‐College Service
- By Nancee L. Buck and Rochelle Woods
- What does it take to involve both academic and student affairs in creating a great learning environment for students? Here is how California State University Fullerton tackled this question.
- Campus Commons—Aging and Saging: Career End Signals New Beginning
- By John D. Lawry
- A new life as elder and mentor to students and colleagues begins at the end of a career.
- What They're Reading—“Dear Tom … Affectionately, John”
- By Jean M. Henscheid
- What could 200‐year‐old letters between John Adams and Thomas Jefferson possibly have to teach about today's higher education? A tremendous amount, the author argues.
14.
《About Campus》2004,9(2):1-32
- What Would Boyer Do?
- Glenn R. Bucher and Jenell J. Patton
- Some of the challenges higher education faces today may not have existed in Ernest Boyer's day but, the authors suggest, his solutions are more relevant than ever.
- Alignment for Learning: Reorganizing Classrooms and Campuses
- John Tagg
- Taking a clear‐eyed look at the policies we create and getting rid of those that aren't encouraging deep learning among our students is, the author argues, hard and necessary work.
- Too Sure Too Soon: When Choosing Should Wait
- Camille Helkowski and Matt Sheahan
- What happens when college students decide their futures too quickly? A recent graduate and his counselor mother share lessons from their experience.
- Departments
- In Practice—Digital Video Brings Lesbian, Gay, Bisexual, and Transgender Training to Life
- Kerry John Poynter
- Duke University discovered that digital video can be an effective medium for training those who work with lesbian, gay, bisexual, and transgender students.
- Campus Commons—Full Exposure
- Lee Burdette Williams
- Baring more than a soul can make a powerful statement.
- What They're Reading—Clueing Students In
- Jeanine A. Ward‐Roof
- The educator's responsibility includes helping students break the academic speaking and thinking code.
15.
《About Campus》2002,7(3):1-32
- High‐achieving black collegians
- by Sharon Fries‐Britt
- How well do we understand the experiences of high‐achieving black students? The author says we have a lot to learn about their important roles in both our institutions and society at large.
- The search for a college commons
- by Thomas Klein
- How can we restructure our campuses to encourage the new kinds of learning we all know as so vital for the future of higher education? The author looks to the past for the answer.
- Listening to students: Richard J. Light talks to Charles C. Schroeder
- What we can learn by simply giving students the chance to tell their stories and reflect on their experiences.
- DEPARTMENTS
- In practice—rainbow visibility: How one catholic university responded to intolerance
- by Cheryl Getz and Evelyn A. Kirkley
- When respect for the individual's dignity is threatened, education is often the best medicine.
- Campus commons—bulking up
- by Lee Burdette Williams
- How one university “mixes it with love and makes the world taste good.”
- Bottom line—imitate me
- by William H. Willimon
- Like it or not, example is the most potent instructor.
16.
Jonathan C. Hilpert Jeffrey A. Greene Matthew Bernacki 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1204-1221
Capturing evidence for dynamic changes in self-regulated learning (SRL) behaviours resulting from interventions is challenging for researchers. In the current study, we identified students who were likely to do poorly in a biology course and those who were likely to do well. Then, we randomly assigned a portion of the students predicted to perform poorly to a science of learning to learn intervention where they were taught SRL study strategies. Learning outcome and log data (257 K events) were collected from n = 226 students. We used a complex systems framework to model the differences in SRL including the amount, interrelatedness, density and regularity of engagement captured in digital trace data (ie, logs). Differences were compared between students who were predicted to (1) perform poorly (control, n = 48), (2) perform poorly and received intervention (treatment, n = 95) and (3) perform well (not flagged, n = 83). Results indicated that the regularity of students' engagement was predictive of course grade, and that the intervention group exhibited increased regularity in engagement over the control group immediately after the intervention and maintained that increase over the course of the semester. We discuss the implications of these findings in relation to the future of artificial intelligence and potential uses for monitoring student learning in online environments.
Practitioner notes
What is already known about this topic- Self-regulated learning (SRL) knowledge and skills are strong predictors of postsecondary STEM student success.
- SRL is a dynamic, temporal process that leads to purposeful student engagement.
- Methods and metrics for measuring dynamic SRL behaviours in learning contexts are needed.
- A Markov process for measuring dynamic SRL processes using log data.
- Evidence that dynamic, interaction-dominant aspects of SRL predict student achievement.
- Evidence that SRL processes can be meaningfully impacted through educational intervention.
- Complexity approaches inform theory and measurement of dynamic SRL processes.
- Static representations of dynamic SRL processes are promising learning analytics metrics.
- Engineered features of LMS usage are valuable contributions to AI models.
17.
《About Campus》2003,8(4):1-32
- The Meaning of the Baccalaureate
- By Margaret A. Miller
- Thinkers and scholars have been pondering the meaning of the baccalaureate degree for many years.The author, whose work with the National Forum on College‐Level Learning now has her grappling with this very issue, examines current thinking about the core skills students need to learn in college and reveals its historical precedents.
- The First Year and Beyond—Charles Schroeder Talks to John Gardner
- John Gardner reflects on everything from current efforts to improve the first‐year experience to the assessment movement, student expectations of college, professional preparation for student affairs, and more.
- What Helps Some First‐Generation Students Succeed?
- By Sandria Rodriguez
- We know a fair amount about what first‐generation students need to succeed, but some mysteries remain. Why do certain students make it and others not? The author's research provides some insight.
- DEPARTMENTS
- In Practice—Serving The Quiet Majority: The Drexel Commuter Program
- By Ann H. Wilson
- What does it take to truly serve commuter students? Drexel University decided to find out. The result is an award‐winning program.
- Campus Commons—Ouch
- By Lee Burdette Williams
- When an issue is tough, what do the tough do?
- What They're Reading—In Search of Ernest Boyer's Legacy
- By Dennis C. Roberts
- In the years since Boyer's ideas on community first appeared, many campuses have had the opportunity to put them in practice. A recent book examines what these efforts look like.
- Bottom Line—It Takes a Year
- By Mary Stuart Hunter and James S. Gahagan
- Most campus orientation programs are offered in the first few weeks of college, but what happens when those first weeks are over?
18.
《About Campus》2004,8(6):1-32
- How Benchmarking Can Help Us Improve What We Do—Jodi Levine Laufgraben Talks to Joseph A. Pica and Randy L. Swing
- What is benchmarking and what can it help us achieve? An interview with Joseph Pica and Randy Swing, who have both been studying this approach and putting it into practice, sheds light on these and other questions.
- Helping Students Develop Vision and Voice—The Role Creativity Plays
- Michele M. Welkener
- Creativity is more than just a good thing, says the author, it is the cornerstone of learning and development.
- Leadership, Feminism, and Classroom Politics—Or, How I Gave Up the Fight and Learned to Love Resistance
- Lee Burdette Williams
- Resistance is not as bad as it seems. Indeed, argues the author, it may be the catalyst on which learning depends.
- Departments
- Letters—Plagiarism: Academic Dishonesty or Communication Problem?
- Barbara J. Moore, Juan Flores, and John Gunter
- In Practice—The Tensions of Creating a Good First‐Year Experience Program: The Alpha Seminar
- Jeanie K. Allen
- Good first‐year experience programs don't come easy. Here are some of the challenges and opportunities the Alpha Seminar presents to educators at Drury University.
- Campus Commons—One Day at Hartman Rocks
- Lee Burdette Williams
- Hanging above the chasm of uncertainty and other learning opportunities.
- What They're Reading—The Truth About Writing
- Paula Stacey
- A primer on writing, life, and lousy first drafts.
19.
《About Campus》2003,8(1):1-32
- Changing Institutional Culture for First‐Year Students and Those Who Teach Them
- By Raymond Smith
- When one university took on the challenge of improving student retention something surprising happened to their institutional culture. The author tells us about it.
- How Are We Doing at Engaging Students? Charles Schroeder Talks to George Kuh
- Research has told us a lot about what it takes to engage students. How well are we putting this knowledge into practice? George Kuh has made it his mission to find out.
- Small Wins
- By James J. Rhatigan and John H. Schuh
- It is easy for us to overlook small successes when we are overwhelmed by and preoccupied with large projects and goals. Can these small wins help us accomplish great things?
- DEPARTMENTS
- Letters
- The debate about handling student drinking continues.
- Firstchoice: Innovative Academic Options for First‐Year Students
- By Rhonda G. Mandel and Kathleen Evans
- One university's struggle to create a first year program that can be taken seriously by both students and faculty.
- Gifts
- By Shirley H. Showalter
- A lesson in the benefits of generosity.
- A Woman's Education
- By Kristen A. Renn
- The author reviews Jill Ker Conway's latest book.
20.
The aim of the present study is to evaluate the effect of MultiFunk, a computer program designed to assist reading, on the reading and spelling proficiency of struggling readers. Fifty‐two below‐average readers and spellers, in grades 5, 6 and 7, were randomly assigned as experimental and control groups (N?=?26?+?26). In addition, 114 classmates, who read normally, were included to compare changes in basic literacy development during the intervention. A pre‐test, intervention, post‐test, control‐group design was used to evaluate the effects of the software, using texts to suit the pupils’ own choices and interests. The findings indicate that computerized assistive reading has the potential to aid and support the development of basic literacy skills in a broad group of struggling readers and spellers. Issues concerning the MultiFunk text‐to‐speech technology are discussed. 相似文献