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1.
Tehila Nugiel Mackenzie E. Mitchell Damion V. Demeter AnnaCarolina Garza Paul T. Cirino Arturo E. Hernandez Jenifer Juranek Jessica A. Church 《Mind, Brain, and Education》2023,17(2):149-160
English Learners (ELs), students from non-English-speaking backgrounds, are a fast-growing, understudied, group of students in the U.S. with unique learning challenges. Cognitive flexibility—the ability to switch between task demands with ease—may be an important factor in learning for ELs as they have to manage learning in their non-dominant language and access knowledge in multiple languages. We used functional MRI to measure cognitive flexibility brain activity in a group of Hispanic middle school ELs (N = 63) and related it to their academic skills. We found that brain engagement during the cognitive flexibility task was related to both out-of-scanner reading and math measures. These relationships were observed across the brain, including in cognitive control, attention, and default mode networks. This work suggests the real-world importance of cognitive flexibility for adolescent ELs, where individual differences in brain engagement were associated with educational outcomes. 相似文献
2.
Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties 总被引：1，自引：0，他引：1
Vaughn S Linan-Thompson S Mathes PG Cirino PT Carlson CD Pollard-Durodola SD Cardenas-Hagan E Francis DJ 《Journal of learning disabilities》2006,39(1):56-73
The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the school's standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), Woodcock Language Proficiency Battery-Revised Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58-0.75). 相似文献
3.
The PT Group at Vanderbilt 《Educational technology research and development : ETR & D》2003,51(1):105-123
We discuss three case studies associated with Vanderbilt’s PT3 (Preparing Tomorrow’s Teachers to Use Technology) grant. The
studies explore some initial effects of attempts to enhance the education of preservice teachers in three areas: (a) How People
Learn, (b) Mathematics, and (c) Adolescent Psychology.
The case studies to be described each build on Vanderbilt’s AMIGO3 project, which involves technology architecture for flexible modular design that was developed to be consistent with principles
of How People Learn.
Three different research teams used the AMIGO3 architecture and rationale to design, implement, and study their own courses. All teams agreed on some basic guidelines,
but then proceeded independently of one another. The purpose of this report is to compare similarities and differences in
the experiences of the teams.
The PT3 group: Primary Investigator—John Bransford; Project Director—Bob Plants; How People Learn Course—John Bransford, Nancy
Vye, Kay Burgess, and Sean Brophy; Adolescent Psychology—Helen Bateman, and Christopher J. Bateman; Mathematics—Paul Cobb,
Chrystal Dean, and Lori Tyler; Development Team—Tim Altman, Jason Adair, Hank Clark, Bill Corbin, John Harwood, Elliott Mitchell,
and Carolyn Stalcup. Vanderbilt PT3 Partners: AACTE, Apple Computers, Bankstreet College, Concord Consortium, Little Planet
Software, Middle Tennessee University, University of Illinois-Chicago, University of Minnesota, and University of Vermont.
Research presented in this article was supported by grants: The Department of Education Preparing tomorrow’s teachers to use
technology (PT3) Catalyst grant, #P342A990348, The National Science Foundation VaNTH Bioengineering grant, #EEC 9876363, and
the Atlantic Philanthropic Association K-12 Learning Consortium (no assigned grant number). 相似文献
4.
The response to intervention of English language learners at risk for reading problems 总被引：1，自引：0，他引：1
The response to intervention (RTI) of English language learners identified as at risk for reading difficulties in the fall of first grade was examined at the end of first grade and at the end of second grade. Students at risk for reading problems were randomly assigned to intervention or control groups. Intervention students received supplemental reading intervention daily for 50 minutes in small groups from October to April. Students in the comparison condition received the school's existing instructional program for struggling readers. Criteria were established to determine adequate RTI at the end of first grade and at the end of second grade. The results indicated that more students who participated in the first-grade intervention in either Spanish or English met the established RTI standards than students who did not, and this finding was maintained through the end of second grade. 相似文献
5.
The relative effects of group size on reading progress of older students with reading difficulties 总被引：1，自引：0，他引：1
Vaughn S Wanzek J Wexler J Barth A Cirino PT Fletcher J Romain M Denton CA Roberts G Francis D 《Reading and writing》2010,23(8):931-956
This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group,
and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh-
and eighth-graders with reading difficulties. Findings indicate that few statistically significant results or clinically significant
gains were associated with group size or intervention. Findings also indicate that a significant acceleration of reading outcomes
for seventh- and eighth-graders from high-poverty schools is unlikely to result from a 50 min daily class. Instead, the findings
indicate, achieving this outcome will require more comprehensive models including more extensive intervention (e.g., more
time, even smaller groups), interventions that are longer in duration (multiple years), and interventions that vary in emphasis
based on specific students’ needs (e.g., increased focus on comprehension or word study). 相似文献
6.
The present study explored the double-deficit hypothesis (DDH) in a sample of 146 college students with and without reading disabilities (RD). The results indicated that although both phonological awareness (PA) and visual naming speed (VNS) contributed to performance on measures of decoding and comprehension, their relative contribution was influenced both by the nature of the stimulus (word vs. nonword vs. text) and by the conditions of the task (timed vs. untimed). Similar results were obtained using an individual differences approach, or when between-group comparisons were made of individuals with deficits in PA or VNS. The relative representation of DDH subgroups in groups of adults with RD varied based on the classification criteria used to define RD. These results support the DDH, extend its applicability to adults, and have implications for diagnostic decision making. 相似文献
7.
Rudy Bretz Donald F. Theall John Hohenberg Robert Cirino Barbara J. Love Robert L. Breeden 《Communication Booknotes Quarterly》2013,44(8):1-3
Rudy Bretz' A Taxonomy of Communication Media (Educational Technology Publications, 140 Sylvan Ave., Englewood Cliffs, N.J. 07632, $4.95) Donald F. Theall's The Ledium is the Rear View Mirror: Understanding McLuhan (Montreal: McGill-Queen's University Press, $2.65 paperback) John Hohenberg's Free Press/Free People: The Best Cause (Columbia University Press, $9.95) Robert Cirino's Don't Blame Me: How the News Media Use Bias, Distortion and Censorship to Manipulate Public Opinion. (Diversity Press, Box 45764, Los Angeles 90045, $2.95 paperback) Barbara J. Love (ed.) Foremost qomen in Comunications: A Biographical Work on Accomplished Women in Broadcasting, Publishing, Advertising, Public Relations, and Allied Professions. (Foremost American Publishing co./R.R. Bowker, $25.00) Robert L. Breeden (chief ed.) Those Inventive Afcricans (National Geographic Society, Washington D.C. 20036, $4.25) Black Comnunicator (Suite 405, 1730 11 St. NU, Washington D.C., 20036, $5.00 annually) Arthur R. Miller's The Assault on Privacy: Coaputers, Data Banks, and Dossiers (University of Michigan Press, $7.95) George Katona, Burkhard Strumpel and Ernest Zahn's Aspirations and Affluence (McGraw-Hill, $12.95) 相似文献
8.
Paul T. Cirino Melissa A. Romain Amy E. Barth Tammy D. Tolar Jack M. Fletcher Sharon Vaughn 《Reading and writing》2013,26(7):1059-1086
This study investigated how measures of decoding, fluency, and comprehension in middle school students overlap with one another, whether the pattern of overlap differs between struggling and typical readers, and the relative frequency of different types of reading difficulties. The 1,748 sixth, seventh, and eighth grade students were oversampled for struggling readers (n = 1,025) on the basis of the state reading comprehension proficiency measure. Multigroup confirmatory factor analyses showed partial invariance among struggling and typical readers (with differential loadings for fluency and for comprehension), and strict invariance for decoding and a combined fluency/comprehension factor. Among these struggling readers, most (85 %) also had weaknesses on nationally standardized measures, particularly in comprehension; however, most of these also had difficulties in decoding or fluency. These results show that the number of students with a specific comprehension problem is lower than recent consensus reports estimate and that the relation of different reading components varies according to struggling versus proficient readers. 相似文献
9.
Cirino PT Rashid FL Sevcik RA Lovett MW Frijters JC Wolf M Morris RD 《Journal of learning disabilities》2002,35(6):525-538
Achievement and cognitive tests are used extensively in the diagnosis and educational placement of children with reading disabilities (RD). Moreover, research on scholastic interventions often requires repeat testing and information on practice effects. Little is known, however, about the test-retest and other psychometric properties of many commonly used measures within the beginning reader population, nor are these nationally normed or experimental measures comparatively evaluated. This study examined the test-retest reliability, practice effects, and relations among a number of nationally normed measures of word identification and spelling and experimental measures of achievement and reading-related cognitive processing tests in young children with significant RD. Reliability was adequate for most tests, although lower than might be ideal on a few measures when there was a lengthy test-retest interval or with the reduced behavioral variability that can be seen in groups of beginning readers. Practice effects were minimal. There were strong relations between nationally normed measures of decoding and spelling and their experimental counterparts and with most measures of reading-related cognitive processes. The implications for the use of such tests in treatment studies that focus on beginning readers are discussed. 相似文献
10.
Fuchs LS Powell SR Hamlett CL Fuchs D Cirino PT Fletcher JM 《Journal of research on educational effectiveness》2008,1(1):2-32
The major purposes of this study were to assess the efficacy of tutoring to remediate 3rd-grade computational deficits and to explore whether remediation is differentially efficacious depending on whether students experience mathematics difficulty alone or concomitantly with reading difficulty. At 2 sites, 127 students were stratified on mathematics difficulty status and randomly assigned to 4 conditions: word recognition (control) tutoring or 1 of 3 computation tutoring conditions: fact retrieval, procedural computation and computational estimation, and combined (fact retrieval + procedural computation and computational estimation). Results revealed that fact retrieval tutoring enhanced fact retrieval skill, and procedural computation and computational estimation tutoring (whether in isolation or combined with fact retrieval tutoring) enhanced computational estimation skill. Remediation was not differentially efficacious as a function of students' mathematics difficulty status. 相似文献