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Each student selected books during the last week of school and during the last days of the summer program, so that they had access to books when school was not in session. Since book ownership is an important motivator for reading, the students kept their books and were treated to one additional book on the last day of the program, when they took a field trip to a bookstore. Study Design Reallocating school resources required a research focus with data collection and analysis for continued approval of summer program funding. The mixed-methods design of the study included quantitative data (e.g., registration, attendance, STAR reading scores, Likert scale questions on student and parent questionnaires) and qualitative data (e.g., student focus groups, open-ended questions on student and parent questionnaires). Parents' written consent and students' assent were provided for STAR reading, focus group, and questionnaire data collection each summer.
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Covid-19 pandemic has forced online classes to be conducted mostly without proper introduction and preparation. This shift also made teachers and students gradually accustomed to independent learning. Several mobile applications have been developed for foreign language learning. However, only few Android applications were developed for non-linguistic courses offered by foreign language departments at the university level. The effectiveness of such an application to improve students' learning in universities, therefore, has not been conducted. This article reports the finding of a quasi-experimental research on the effect of using an Android application tailored for Research Method for Applied Linguistics students at an English department on their mastery of the course. The research data were collected through tests and a documentary study and calculated using ANCOVA statistical calculation. With the course mastery as the dependent variable, the use of Android application as the independent variable, and reading skills as covariates, the research revealed that the use of Android Learning Application significantly improves the EFL students' mastery of Research Methods for Applied Linguistics course. Further researchers are suggested to study the effect of the use of Android learning application on EFL students' mastery of a non-language course with significantly different students' levels of reading skills.
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(For more information on the behavioral aspects of MTSS, see https://mtss4success.org/resource/ integrating-SEL-within-MTSS.) MTSS provides 3 levels of intervention: tier 1 (universal) interventions that are available to all children;tier 2 interventions that are intensive, individualized supports, and often provided in a small group setting;and tier 3 interventions that are more intensive and individualized and may include referral for consideration of special education services.1 Foundational aspects of the model include as follows: O universal screening to identify children who are having difficulties;O tailoring intervention to meet student need;and O systematically monitoring student progress. Federal regulations provide states and local school districts with a substantial amount of flexibility when implementing MTSS to ensure that programming and intervention can be tailored to the needs of their communities.1 Critics of the model point out the need for timeliness in the monitoring phase to avoid students spending too long in a lower-level intervention.2 How are learning disabilities diagnosed? The role of the pediatrician in promoting literacy skills Encouraging families to read with young children and provide exposure to language and book promotes foundational reading skills. In general, individuals with reading difficulties are atriskforpoor-er health and vocational outcomes, so early identification and intervention are especially important.11 Closing the loop Getting back to our case, IK's pediatrician can obtain a bit more history about the nature of his reading difficulties and provide advice to his family to contact the school about his progress.
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In the recent, and ongoing, Covid-19 pandemic, remote or online K-12 schooling became the norm. Even if the pandemic tails off somewhat, remote K-12 schooling will likely remain more frequent than it was before the pandemic. A mainstay technique of online learning, at least at the college and graduate level, has been the online discussion. Since it does afford the potential for meaningful learner-learner and instructor-learner interaction, which are vital for distance learning, it is worth considering online discussions for K-12 remote schooling. One challenge with online learning in general, and online discussion in particular, is that it is labor intensive for teachers to moderate. Effective moderating of online discussions is vital for discussions to be nurturing, effective learning situations. Yet, moderating of online discussions is notoriously labor-intensive for teachers/instructors. Further, since younger learners are more likely to drift off topic, in general, but particularly in small group online discussions, automated early warning systems are helpful. The current study collected small group, "book club”, discussion data from fourth graders reading web-based eBooks in Slovenian primary schools, qualitatively coded the data and analyzed postings using computer-based natural language processing to predict when students went off-topic. One indicator that postings are on-topic is book relevance, i.e. that the posting is relevant to eBook content. The computer algorithm correctly predicted book relevance of postings 90 percent of the time, suggesting that automated computer algorithms could assist teachers with moderating online discussions, providing real-time notifications of problems in online discussions. Further, this study provided a proof-of-concept that small group online discussions, in web-based eBooks can be practical and educationally meaningful in fourth grade classes. [ FROM AUTHOR] Copyright of Interactive Learning Environments is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
Numerical information plays an important role in various fields such as scientific, financial, social, statistics, and news. Most prior studies adopt unsupervised methods by designing complex handcrafted pattern-matching rules to extract numerical information, which can be difficult to scale to the open domain. Other supervised methods require extra time, cost, and knowledge to design, understand, and annotate the training data. To address these limitations, we propose QuantityIE, a novel approach to extracting numerical information as structured representations by exploiting syntactic features of both constituency parsing (CP) and dependency parsing (DP). The extraction results may also serve as distant supervision for zero-shot model training. Our approach outperforms existing methods from two perspectives: (1) the rules are simple yet effective, and (2) the results are more self-contained. We further propose a numerical information retrieval approach based on QuantityIE to answer analytical queries. Experimental results on information extraction and retrieval demonstrate the effectiveness of QuantityIE in extracting numerical information with high fidelity.
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We are delighted to announce the release of the first issue of the eleventh volume of IJELS. Our January 2023 issue consists of a diverse selection of topics ranging from linguistic literacy to music literacy. The papers you are about to read cover current issues, including, Mitigation Effects on Pedagogy and Resilience, Turkish Language Curriculum and PISA 2018 Reading Skills Test, Pre-service Teachers' Metaphoric Perceptions on Reading and Reading Disability, Effect of Peer-Assisted Techniques on Students' Reading Skills and Attitudes towards Reading, Vocabulary Learning Strategies Used by Saudi University Students in Pair Work, Expert Opinions on Improving Writing Skills, Development of Persuasive Speaking Skills Rubrics, Children's Literature in the Digital Age, Effect of Theatre and Drama Practices on Social Anxiety, School Administrators' Competencies during COVID-19 Outbreak, Adolescents' Personal Values and Self-Efficacy Perceptions, Effect of School Closures on the Teaching and Learning of English during the COVID-19 Pandemic, Bilingualism on the News Headlines, Monolingual Turkish and Bilingual Turkish-Italian Children's Use of Tense-Aspect-Modality Markers, Evaluation on Turkish Teaching Accounts on Instagram, Being a Social Studies Teacher and Student in the COVID-19 Period, Effect of Retro Walking Training on Dynamic Balance in Sedentary Individuals with Hearing Impairment, Sportsmanlike Behaviors and Self-Confidence of School of Physical Education and Sports Students, School Administrators' Agile Leadership and Innovation Management Competencies, Music Education in relation to Social Intelligence and Communication Skills Levels, Evaluation of Students' Cognitive and Conceptual Learning Levels in Middle School Music Lessons, Evaluation of Music Teaching Undergraduate Programs, and Somaesthetics Approaches in Music and Performance Education.
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The COVID-19 pandemic necessitated a systematic change in course modalities due to the nationwide suspension of in-person instruction, resulting in the transition to emergency remote distance learning via Zoom. This transition certainly facilitated affordances of flexibility and continuity, but with it brought issues of unfamiliarity, lack of confidence, anxiety, distractions, and validity from both the instructors and the student perspectives. This in situ study aimed to better understand the students' learning experiences with Zoom by assessing the social, cognitive, and behavioral factors influencing learner's mind-wandering and its effect on online engagement. Undergraduate students from 14 classes across two research institutions in California (N = 633) were recruited to participate in an online survey while distance learning through a pandemic. Structural equation modeling was used to conduct a path analysis to explain the factors impacting students' online engagement mediated by students' frequency to mind-wander. Study findings revealed that (1) self-efficacy and trait anxiety had significant direct effects on students' mind-wandering;(2) self-efficacy, trait anxiety, task-value beliefs, and mind-wandering had significant direct effects on students' online engagement;and finally (3) the frequency of students' mind-wandering partially mediated the relationship between self-efficacy and engagement and between trait anxiety and engagement. Identifying these structural relationships further confirmed our hypotheses on sources contributing to students' mind-wandering while learning remotely, provided insights into potential mechanisms underpinning students' online engagement, and suggests practical pedagogical learning experience design recommendations for instructors to immediately implement while teaching and learning with Zoom..
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This is the second in series of studies designed to test direct and conditional effects of embedded cognitive practice in phonics instruction. Students identified in winter of kindergarten with minimal alphabet knowledge were randomly assigned to one of two conditions: explicit phonics (Plain) (n = 28) or explicit phonics with embedded cognitive flexibility practice (Flex) (n = 29). The core of both conditions was an explicit structured literacy approach: the Flex condition was differentiated by brief cognitive flexibility practice switching letter or word dimensions. Instruction was delivered individually over a six-week period. In spite of Covid-19 impacts, both treatment groups exhibited significant gains on reading outcomes. However, there were no significant differences between the conditions on growth in decoding, encoding, or cognitive flexibility. Future research should consider the timing and design of instruction to determine how cognitive abilities, as well as alphabet knowledge, contribute to acquisition of early reading skills.
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The relevance of cognitive performance during adolescence requires further studies that analyze potential associated factors. This study aimed to analyze inductive reasoning, reading comprehension, and mathematical thinking (problem-solving and number and calculation) in relation to sleep and depression in 244 students aged 12-17 years (47.6% boys and 52.4% girls). Daytime sleepiness, sleep quality, dysthymia, and euthymia (state and trait) were assessed by self-reported questionnaires. Moreover, correlations between these variables and cognitive performance, and differences depending on sociodemographic variables (sex, age, or academic year) were analyzed using non-parametric tests. Robust regression models were also conducted to evaluate the predictive role of significant variables on cognitive performance. The results showed significant bidirectional relationships between sleep- and depression-related variables, and between the latter ones and cognitive performance. Depression-trait was more related to cognitive performance than depression-state, and euthymia more than dysthymia, but neither daytime sleepiness nor sleep quality significantly correlated with it. As for sociodemographic variables, girls reported worse sleep and more depressive symptoms than boys did, and younger students reported better sleep but performed worse than the older ones. Although these findings should be further explored in forthcoming studies adding other promising variables, they highlight the importance of promoting euthymia to improve cognitive performance in adolescents.
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Background: Although one of the most significant educational goals is to teach learners to comprehend written texts, the Global Education Monitoring Report (UNESCO 2021) identified that many children and adolescents have not acquired the minimum proficiency in reading even at the end of their secondary school career. South African literacy rates have remained with approximately 78% of Grade 4 learners unable to answer basic literal questions. Objectives: To explore teachers' responses to an 18 h online course on reading for meaning for Grade 4–7 teachers, using the Community of Inquire (CoI) framework. Method: An interpretive paradigm, using a qualitative approach and a case study design, was used for this 18 h online study which was conducted between February and March 2022. Ten teachers were purposively selected for this research article. Results: After inductively and deductively analysing the data collected from the post questionnaire survey and the online Telegram application comments, the teachers' responses to the three CoI presences are presented. Conclusion: When reflecting on the conceptualisation of using the CoI framework, the social presence dominated. The teaching presence became important when the teachers reflected on their teaching experiences. The cognitive presence then interacted with both the teaching and social presences as the teachers began to be more aware of their own changes in how they taught. Contribution: The study found that using the CoI framework was appropriate for understanding the teachers responses to an online course for reading-for-meaning.
ABSTRACT
Recent education-based challenges related to the COVID-19 pandemic, as well as a growing need to read and understand multiple internet-based sources in both academic and daily life, have highlighted the importance of better understanding how children read and learn both online and in traditional print-based environments. Previous research suggests that there may be some differences in the ways children approach and process internet-based and print-based literacy-focused tasks. Research has also demonstrated a strong link between student motivational factors, early home-based literacy experiences and reading comprehension, but it is unclear if these factors contribute equally to print-based and internet reading comprehension. The current study used data of 4451 students from the Canadian sample of the PIRLS 2016 study, an international literacy study designed to assess fourth grade students' print-based reading comprehension and internet literacy. Students' home and early literacy experiences and motivation were examined in relation to their print-based reading comprehension of informational text (PIRLS) and internet literacy scores (ePIRLS). Results showed a statistically significant positive relation between early home literacy and both print-based reading comprehension and internet literacy as well as between motivation and each reading outcome. Additionally, a mediation model demonstrated that print-based reading comprehension only partially mediates the relation between home literacy and internet literacy as well as the relation between motivation and internet literacy. This study highlights the importance of focusing on factors that influence children's internet literacy, above and beyond print-based reading comprehension. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Like many teachers around the world, in fall 2021, Faughey found that over the course of the pandemic students had become isolated and seemed to be lacking some of the classroom social skills on which he used to rely. At this time, they were all still wearing masks, and students and their families were suffering from COVID- 19. A number of his students were also struggling with anxiety and depression. Therefore, as a teacher who is also a classroom researcher interested in restorative literacy practices, it was particularly important for him to think of the restorative potential of the curriculum and pedagogy. As Maisha T. Winn and colleagues attest, a restorative approach requires "extraordinary (com) passion, patience, and, above all, commitment to shaping their curriculum to meet students' needs where they are, with love, and without judgment". He needed to find a way to authentically invite students into the curriculum, while simultaneously changing aspects of the curriculum in order to meet the needs of the students.
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Purpose: The purpose of this study was to examine if reading purpose (study or entertainment) varied the effect of reading medium on comprehension and accuracy of perceptions of comprehension. A secondary purpose was to examine how mind wandering relates to reading medium and reading purpose. An unanticipated purpose was examining the role of emergency remote COVID-19 instruction on reading comprehension, mind wandering, as well as both preference for and use of screens and paper. Methods: In this study, undergraduate students (N = 133) were randomly assigned to reading purposes of study or entertainment as well as reading from paper (from a book) or screens (from an iPad). Results: Neither reading medium nor purpose had reliable differences in performance on the text comprehension assessment, metacomprehension, or mind wandering. Reading from one's preferred medium appeared to be related to more accurate metacomprehension. Exploratory analyses indicated less studying from paper and more task-unrelated thoughts while reading from screens after the COVID-19 learning changes. Conclusions: Reading medium may possibly have less effect on comprehension when readers have purposes for reading and the haptic experience of reading is similar by medium. Medium effects on metacomprehension and mind wandering may vary depending on characteristics of the reader. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
El presente estudio muestra una investigación realizada en la Universidad Europea del Atlántico, Santander, en la que se perseguía realizar una propuesta de mejora para el trabajo de la comprensión lectora en la asignatura de Inglés Instrumental II. Esta propuesta tenía que recoger estrategias de lectura y el uso de organizadores visuales textuales en lengua meta. Para ello se analizaron 11 lecturas del libro de texto Macmillan Hub B1+/B2- y se complementaron las actividades con un entrenamiento en estrategias de lectura y el uso de un organizador textual específico según la necesidad del texto. Para la aplicación se valoró por un lado el desempeño previo y posterior en comprensión lectora y el desempeño de 5 actividades de evaluación continua en comprensión de textos. Dicha aplicación tuvo que ser adaptada a una enseñanza a distancia debido a la pandemia provocada por la Covid-19. La muestra del estudio, n=57, fueron estudiantes de segundo curso del Grado en Ciencias de la Actividad Física y el Deporte y el Grado en Psicología, divididos en Grupo Experimental, GE, (n=31) y Grupo de Control, GC, (n=26). Los resultados mostraron diferencias significativas de hasta 2.8 puntos sobre 10 en el caso del GE respecto al de control. Por tanto, se considera que el uso de estrategias de lectura combinadas con el entrenamiento en el uso de organizadores visuales del texto contribuye a una mejora en la comprensión lectora.Alternate abstract:This study presents an investigation carried out in the European University of the Atlantic, Santander. Its main aim was to create a didactic proposal to improve reading comprehension in the subject of English as a Foreign Language, level 2. This proposal included the use of reading strategies and graphic organizers. Eleven texts from the textbook Macmillan English Hub B1+/ B2- were analyzed. The activities were improved by including a training in the use of reading strategies and a specific graphic organizer for every type of text. To apply the proposal, it was necessary to take a previous and a post reading test as well as 5 extra reading activities as part of the continuous evaluation. The application had to be adapted to online teaching because of the Covid-19 pandemic. The sample of the study consisted of 57 students enrolled in the Science of Sports degree and the Psychology degree. Thirty-one of these students took part in the experimental group, while the other 26 took part in the control group. The results showed that there were significant differences between these two groups. In conclusion, the use of reading strategies together with the training in the use of graphic organizers contributes to an improvement in reading comprehension.Alternate abstract:Cette étude porte sur une recherche menée a l'Université Européenne de l'Atlantique, Santander, dans laquelle l'objectif principal était de faire une proposition didactique pour améliorer la compréhension écrite dans le cours d'anglais langue étrangere, niveau II. Cette proposition comprend l'utilisation de stratégies de lecture et d'organisateurs graphiques. Pour cela, 11 textes du manuel Macmillan English Hub B1 + / B2- ont été analysés. Par ailleurs, les activités ont été complétées avec une formation aux stratégies de lecture et l'utilisation d'un organisateur textuel spécifique en fonction du texte. Pour appliquer notre proposition, il était nécessaire de passer un test de lecture antérieur et postérieur ainsi que 5 activités de lecture supplémentaires dans le cadre de l'évaluation continue. L'application a été adaptée a l'enseignement a distance pour la pandémie de la Covid-19. L'échantillon de l'étude, n = 57, était composé d'étudiants de deuxieme année du diplome en sciences du sport et en psychologie, divisés en groupe expérimental (n = 31) et groupe témoin (n = 26). Les résultats ont montré des différences significatives allant jusqu'a plus de 2.8 points sur 10 dans le cas du groupe expérimental par rapport au témoin. Par conséquent, on considere que l'utilis tion de stratégies de lecture en combinaison avec une formation a l'utilisation d'organisateurs graphiques contribue a une amélioration de la compréhension en lecture.
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In Brazil, schools remained closed to prevent the spread of COVID-19 for approximately two years. In this study, we investigated how COVID-19 school closures were associated with gaps and losses in Brazilian students' reading skills. We contrasted the reading comprehension and fluency of 2nd- to 4th-graders in 2022 with a 2019 cohort. Furthermore, we investigated how 2022 5th graders' reading comprehension and fluency skills have improved since 2019. Overall, results showed that COVID-19 school closures were associated with gaps but not losses in reading comprehension and fluency. Therefore, these skills should be targets of educational interventions.
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In the current study, the development in reading comprehension performance of students in lower-SES versus higher-SES schools during and after school closures due to Covid-19 lockdowns was examined, and compared to a normed reference group. Furthermore, we explored protective factors against negative effects at the time of school closures, by pinpointing successful practices in a sub sample of resilient lower-SES schools. The total sample consisted of 2202 students followed from grade 2-4. Overall, we found that students in lower-SES schools made less progress over time than students in higher-SES schools. On average, students made less progress during the lockdowns, but here, the interaction with SES was not significant. Students' reading comprehension levels partially recovered after the lockdowns. Questionnaire-data revealed that schools were better prepared during the second lockdown, with teachers making more use of digital means, and providing more online reading instruction. In addition, collaboration with the parents seemed to have improved. The in depth interviews with resilient lower-SES schools revealed that the introduction of online education and investing in educational partnerships with parents may have helped to minimize the negative impact of lockdowns. We conclude that lockdowns have a negative effect on the development of reading education, but that students are resilient. Digital means and partnership with parents may be seen as protective factors to attenuate the negative effects of emergency remote teaching.
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School closures due to the COVID-19 pandemic raised concerns about increases in educational inequality. We examined the magnitude of the impact of the first school closure for vulnerable student groups in particular. This study was conducted among 886 Grade 3 - 5 students in the Netherlands in schools serving a high percentage of students from disadvantaged backgrounds. Piecewise growth analyses indicated that the school closures caused discontinuity in students' achievement growth on national standardized tests and led to an average learning loss of 2.47 months in mathematics and 2.35 in reading comprehension, exceeding the duration of the school closure. Findings suggest that school closures contribute to educational inequality and indicate which students may particularly need additional support to overcome the adverse consequences of the lockdowns.
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This study was an attempt to investigate the effect of on-line education on reading comprehension of extrovert and introvert EFL Learners due to the COVID-19 pandemic. To this end,120 students were selected from Shariati high school in Isfahan, Iran. Subjects were pre-intermediate level (N=120) all male with the ranged age from 16-18 years. After taking an oxford placeman test (OPT), the participants also answered the Eysenck personality questionnaire (EPQ) to be categories into two personality types of introverts and extroverts. So, there were, two groups: 30 introverts and 30 extroverts. Both groups of students had pre and posttests using a reading performance test. The results show that online education had statistically significant effect on Iranian pre-intermediate EFL learners' reading comprehension ability for both extroverts and introverts. The results showed that extrovert learners outperformed significantly the introvert group in improving reading ability. The findings of the study suggest some practical implications in terms of applying technological tools in language teaching and learning in a foreign language context such as Iran. The conclusion of the research recommends that there is a need for using new techniques for providing feedback to EFL learners in reading, such as peer-review, Reading comprehension. Copyright © 2022, Anka Publishers. All rights reserved.
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The purpose of this study is to examine the readability levels of the state departments of education guidance documents regarding COVID-19 protocols for families of students receiving special education services. The authors searched the 50 states and the District of Columbia's departments of education websites for their COVID-19, special education, parental guidance documents for the 2020-2021 school year. Parental guidance documents were available from 90% (46/51) of the department of education websites with 61% (31/51) of those documents specifically designed for parents of children receiving special education services. The researchers used the Flesch Reading Ease (FRES) to analyze the reading level of the 31 documents that the departments of education websites created for families of individuals receiving special education services. The FRES score was 43.05, indicating that the average reading difficulty was "difficult" with a "college reading level." The Flesch-Kincaid Grade Level (FKGL) average score for the reviewed documents revealed an average U.S. grade level of 12.34. Thus, documents produced during the COVID-19 pandemic significantly exceeded the appropriate reading level recommended by the current research (Nagro & Stein, 2016). To improve communication and provide caregivers with the necessary information to make informed decisions regarding their children's educational need during the COVID-19 pandemic, it is essential for parental guidance documents to be written at lower reading levels to accommodate the general population.
ABSTRACT
Z razvojem tehnologije in zlasti po izbruhu pandemije covida-19 naraščata količina in kakovost elektronskih naprav za učence, ki se učijo angleščino kot drugi ali tuji jezik. Za lajšanje praks pri poučevanju angleškega jezika za učence s posebnimi potrebami so raziskovalci izvedli sistematičen pregled empiričnih študij, objavljenih v zadnjih dveh desetletjih, glede tehnoloških orodij, ki so na voljo učencem angleščine z učnimi težavami. Ta članek predstavlja postopek izbora gradiv in ugotovitve, ki so nastale na podlagi sistematičnega pregleda 16 recenziranih člankov in enega poglavja v knjigi. Prispevek razkriva pogoste duševne stiske in fizične težave pri učenju angleškega jezika ter tipične vrste tehnoloških orodij, ki se uporabljajo pri pouku ali zunaj njega. Še pomembneje, ta članek razpravlja o vlogah teh tehnoloških orodij pri usvajanju angleškega jezika učencev, zlasti o njihovih učinkih na učne izide in dojemanje orodij pri učencih. Z omejenimi primarnimi viri ta članek poziva k večji pozornosti rabe tehnologije pri učenju angleščine kot drugega/tujega jezika učencev, ki so opredeljeni kot rizični oz. z učnimi težavami, ter navaja nekatere možnosti za prihodnje raziskave in učne prakse.Alternate :With the development of technology, the quantity and quality of electronic devices for students learning English as a second or foreign language (ESL/EFL) are on the rise, especially since the outbreak of the Covid-19 pandemic. To facilitate practices in English language education for students with special needs, the researchers conducted a systematic review of the empirical studies of technology tools for ESL/EFL students with learning difficulties published in the previous two decades. This paper presents the study selection process and findings of the review based on 16 peerreviewed journal articles and one book chapter. The paper reveals the frequent mental and physical difficulties of English language learning and the typical technology tools employed in and out of class. More importantly, this paper discusses the roles of these technology tools in students' English language acquisition, specifically their effects on student learning outcomes and the students' perceptions toward them. With limited primary sources, this paper calls for more attention to the use of technology in English language learning of ESL/EFL students identified as at-risk and with learning disabilities and raises some implications for future research and instructional practices.