Using Music to Support the Literacy Development of Young English Language Learners     

Kelli R. Paquette  Sue A. Rieg 《Early Childhood Education Journal》2008,36(3):227-232

Integrating experiences with music in the early childhood classroom supports English language learners’ literacy development (Peregoy and Boyle, Reading, writing, and learning in ESL. Pearson, Boston, 2008; Saricoban and Metin, Songs, verse and games for teaching grammar. Internet TESL J, 2000). This article describes the benefits of incorporating musical experiences into daily instruction and provides practical activities for classroom implementation, e.g., reading, writing, and singing songs for language skill development, reading fluency, and writing progress. Despite a teacher’s level of aesthetic appreciation and musical training, the value of fostering creativity and enhancing literacy instruction through music is vital in today’s diverse early childhood classrooms. Music can transform classrooms into positive learning environments where children thrive academically, socially, and emotionally. Providing children with structured and open-ended musical activities, creating an atmosphere of mutual trust and respect, and sharing the joy of creativity with each other all are foundational to bases for the growth and development of the early childhood learner.  相似文献   

Children's reading profiles on exiting the Reading Recovery programme: do they predict sustained progress?     

Andrew J. Holliman  Jane Hurry  Sue Bodman 《Journal of Research in Reading》2016,39(1):1-18

The aim of this study was to identify reading profiles, which predict the literacy progress of Reading Recovery graduates. Reading Recovery is an intensive remediation for children after the first year of school. Children were assessed at exit from the programme and at 3‐month, 6‐month and 12‐month follow‐up points. Text Reading Level made unique contributions to word reading, spelling and writing at all time points and was consistently the best predictor of word reading. Phonological processing also made unique contributions to word reading and spelling. Reading comprehension was found to be the best predictor of National Curriculum sublevels for reading and writing, 12 months later. These findings indicate that levelled texts, as employed in Reading Recovery, provide a good indication of progress in word reading, spelling and writing after the programme has been discontinued, but also present a case for assessing other reading skills (e.g., phonological processing and reading comprehension) in order to help predict sustained progress in literacy.  相似文献   

How day of posting affects level of critical discourse in asynchronous discussions and computer-supported collaborative argumentation     

Allan Jeong  Sue Frazier 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):875-887

In asynchronous threaded discussions, messages posted near the end of the week provide less time for students to critically examine and respond to ideas presented in the messages than messages posted early in the week. This study examined how the day in which messages are posted (early, midweek and weekend) in computer-supported collaborative argumentation affect the number of responses elicited by arguments and challenges, and how its effects differ across the four types of exchanges (argument–challenge, challenge–counterchallenge, challenge–explain, challenge–evidence) that serve as indicators of critical discourse. This study found that the day of posting had a significant effect on the number of responses elicited per message, with the greatest to smallest effect on argument–challenge, challenge–counterchallenge, challenge–explain and challenge–evidence exchanges respectively. These findings highlight some of the limitations of asynchronous discussions, and suggest alternative ways to implement and design discussion environments to promote higher levels of critical discourse.  相似文献   

The impact of early reading interventions delivered by classroom assistants on attainment at the end of Year 2     

Robert Savage  Sue Carless 《British Educational Research Journal》2008,34(3):363-385

Previous research has shown that training teaching assistants to deliver early phonic reading interventions can have measurable effects at immediate post‐test. This study explored whether the effects of interventions delivered by classroom assistants (CAs) were still evident at the end of the first phase of schooling, 16 months after the early intervention finished. Children were divided into ‘treatment responder’ and ‘treatment non‐responder’ groups based upon post‐test decoding skills. The treatment responder group was significantly more likely to achieve average results in nationally administered tests (end of Key Stage 1 tests) and teacher ratings of attainment than the treatment non‐responders. Treatment responders were indistinguishable from national averages on the mathematics test, writing test and reading task performance, but differed on reading comprehension test and on teacher‐assessed attainment. Gains in reading delivered following early phonic reading interventions delivered by CAs are maintained for many children. Non‐responders and treatment responders with only modest decoding skill may require additional support to achieve national targets in literacy.  相似文献   

Academic identities under threat?   总被引：2，自引：0，他引：2  

Sue Clegg 《British Educational Research Journal》2008,34(3):329-345

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Learning From Video: A Meta-Analysis of the Video Deficit in Children Ages 0 to 6 Years     

Gabrielle A. Strouse  Jennifer E. Samson 《Child development》2021,92(1):e20-e38

Young children often learn less from video than face-to-face presentations. Meta-regression models were used to examine the average size of this difference (video deficit) and investigate moderators. An average deficit of about half of a standard deviation was reported across 122 independent effect sizes from 59 reports, involving children ages 0–6 years. Moderator analyses suggested (a) the deficit decreased with age, (b) object retrieval studies showed larger deficits than other domains, and (c) there was no difference between studies using live versus prerecorded video. Results are consistent with a multiple-mechanism explanation for the deficit. However, the analyses highlighted potential quality and publication bias issues that may have resulted in overestimation of the effect and should be addressed by future researchers.  相似文献   

Good Chinese Girls and the Model Minority: Race,Education, and Community in Girl in Translation and Front Desk     

Chen  Shih-Wen Sue  Lau  Sin Wen 《Children‘s Literature in Education》2021,52(3):291-306

Children's Literature in Education - The girl protagonists in Jean Kwok’s Girl in Translation and Kelly Yang’s Front Desk embody and reinterpret the notion of guai (loosely...  相似文献   

Models of influence on mathematics instructional coaches     

Sue Brown  Scott Harrell  Sandra Browning 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):566-588

In our study, we examine the factors influencing the implementation of a mathematics coaching initiative at four high schools including the assets an instructional coach brings to the position and the challenges unique to each school. In our case study we include data collected in individual interviews with instructional coaches, focus groups with Algebra I teams, and coaching logs. Four models of coaching behavior emerged from the data collected in the study: coach as facilitator, coach as mediator, coach as dictator, and coach as victim. No role was associated exclusively with any particular instructional coach. However, which role the coach assumed hinged on one or more factors: the coach’s leadership style, the context in which the coach served, and the dynamics of the situation.  相似文献   

Book reviews     

Steven B. Sample  Sue Tatum  Gordon A. Inkster  James Calderhead  John S. Andrews 《Higher Education》1987,16(5):647-657

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Portfolios, Accountability, and an Interpretive Approach to Validity   总被引：1，自引：0，他引：1  

Pamela A. Moss  Jamie Sue Beck  Catherine Ebbs  Barbara Matson  James Muchmore  Dorothy Steele  Caroline Taylor  Roberta Herter 《Educational Measurement》1992,11(3):12-21

How can the results of classroom-based portfolio assessment be communicated outside the classroom? How might a portfolio-based assessment system be designed and implemented? How can we evaluate the merits of portfolio-based assessments?  相似文献