ethanporcaro/eric-fulltext-meta huggingface dataset:
Reaching All Learners: Understanding and Leveraging Points of Intersection for School Librarians and Special Education Teachers
Author: Perrault, Anne Marie
Date: 2011-00-00
Type: Journal Articles
Subjects: School Libraries,Librarians,Special Education Teachers,Information Seeking,Educational Practices,Educational Environment,Special Education,Disabilities,Inclusion,Partnerships in Education,Coordination,Librarian Teacher Cooperation,Elementary Secondary Education

This study investigated the information-seeking practices and interactions of school librarians and special education teachers to better understand how they support the learning of students with disabilities. The work of school librarians and special education teachers may appear divergent; however, as professionals in a rapidly changing educational environment, they share the need for resources in a variety of formats. In-depth interviews were conducted with six school librarians and six special education teachers representing a wide range of backgrounds and years of experience. Both groups expressed an increased need to learn more about accessing and using a wider range of multimodal resources and adaptive technologies. They also acknowledged the influence of the growing population of students with disabilities and the shift in PreK-12 public schools to more inclusive educational practices. Understanding the dynamics of their information-seeking behaviors may lead to additional entry points to use in helping all educators refine their information-seeking practices. (Contains 1 figure.)
Examining the Importance of Assessing Rapid Automatized Naming (RAN) for the Identification of Children with Reading Difficulties
Author: Georgiou, George K.
Date: 2011-09-00
Type: Journal Articles
Subjects: Reading Difficulties,Reading Fluency,Economically Disadvantaged,Phonological Awareness,Identification,Kindergarten,Grade 3,Grade 1,Foreign Countries,Measures (Individuals)

The purpose of this study was to assess the diagnostic value of rapid automatized naming (RAN) in the identification of poor readers in two alphabetic orthographies: English and Greek. Ninety-seven English-speaking Canadian (mean age = 66.70 months) and 70 Greek children (mean age = 67.60 months) were followed from Kindergarten until Grade 3. In Kindergarten and Grade 1, they were assessed on measures of RAN, phonological awareness, and letter knowledge. In Grade 3, they were assessed on measures of reading accuracy (for the English sample) and reading fluency (for the Greek sample). The results of logistic regression and receiver operating curve (ROC) analyses indicated that RAN was a significant predictor of an individual's risk for reading difficulties when assessed in Grade 1 in English and in both Kindergarten and Grade 1 in Greek. Although the logistic models (including RAN as one of the predictors) accurately identified the majority of the children who turned out to be poor readers, they also over-identified as poor readers a large number of children who did not manifest reading difficulties later on. (Contains 4 tables and 2 figures.)
Verbal Memory and Semantic Organization of Children with Learning Disabilities
Author: Polychroni, Fotini
Date: 2011-09-00
Type: Journal Articles
Subjects: Control Groups,Elementary School Students,Reading Difficulties,Learning Problems,Semantics,Learning Disabilities,Verbal Learning,Serial Ordering,Short Term Memory,Reading Ability

The present study examined the verbal learning performance and the semantic organization used by Greek reading-disabled readers as compared to a control group using a list-learning task. The sample consisted of 45 elementary school children with reading difficulties and 45 comparison children matched for age and gender. Tests of reading ability, verbal memory and learning and IQ were administered to the participants. Results indicated that the reading difficulties group had lower levels of verbal acquisition, but did not differ in learning rate. There was no significant effect of group on the clustering index, but the poor readers increased their clustering index a trial after the control group. No significant differences were found concerning serial position, suggesting that both groups recalled similar numbers of words from the different regions of the list. The results indicate that the verbal learning difficulties of children with reading deficits do not stem from deficient organizational strategies but rather from phonological working memory limitations, which can affect the acquisition of verbal information. The findings are discussed with respect to previous research that examines the verbal learning impairment of reading-disabled children and implications are drawn for the provision of effective assessment and learning support and instruction of children with reading difficulties. (Contains 2 tables, 3 figures and 3 endnotes.)
Written Composition Process, Evaluation Difficulties and Modalities: An Experimental Study
Author: Rodriguez, Celestino
Date: 2011-09-00
Type: Journal Articles
Subjects: Intervals,Writing Instruction,Writing (Composition),Comparative Analysis,Task Analysis,Time Factors (Learning),Children,Adolescents,Primary Education,Secondary Education,Experiments

The underlying processes used in written compositions are currently a very interesting subject. Participants in this study were 326 people between 10 and 16 years of age, divided into two groups and compared by means of a &quot;writing log&quot;. One group was provided assistance in the writing task by means of a graphic organiser, whilst the other was not given any help. Each of these groups is divided into two subgroups and evaluated with a time interval register, with an average interval temporal range of 45 seconds for one group and 90 seconds for the other, marked by a beep sound during the writing task (Kellogg's procedure). The pupils must register their activity in the process categories when the beep is heard. The results indicated that both the recording interval and the presence of the graphic organiser alter the processes in writing-time (time and order), while there was no effect of text genre. The educational implications relevant to the study are discussed. (Contains 3 tables and 4 figures.)
Curriculum-Based Measurement: Developing a Computer-Based Assessment Instrument for Monitoring Student Reading Progress on Multiple Indicators
Author: Forster, Natalie
Date: 2011-09-00
Type: Journal Articles
Subjects: Educational Needs,Intervals,Curriculum Based Assessment,Computer Assisted Testing,Construct Validity,Achievement Tests,Reading Achievement,Reading Improvement,Standardized Tests,Pretests Posttests,Reading Comprehension,Multidimensional Scaling,Special Needs Students,Replication (Evaluation),Foreign Countries,Reading Fluency,Grade 3,Item Analysis,Psychometrics,Educational Indicators

The purpose of this study was to examine the technical adequacy of a computer-based assessment instrument which is based on hierarchical models of text comprehension for monitoring student reading progress following the Curriculum-Based Measurement (CBM) approach. At intervals of two weeks, 120 third-grade students finished eight CBM tests. To examine the construct validity, group-administered standardized achievement tests of reading, mathematics, and intelligence were applied. Results indicate that the technical adequacy of the concept is comparable to that of established measures of reading progress. In addition, the new assessment tool provides differentiated diagnostic information about single components of reading proficiency and directly assesses higher processes of comprehension. Benefits of a multidimensional measurement of reading progress for students with special educational needs are discussed. (Contains 6 tables and 2 figures.)
Patterns of Change in the Reading Decoding and Comprehension Performance of Adolescents with Specific Language Impairment (SLI)
Author: Palikara, Olympia
Date: 2011-09-00
Type: Journal Articles
Subjects: Evidence,Elementary School Students,Reading Comprehension,Reading Difficulties,Compulsory Education,Language Impairments,Adolescents,Reading Skills,Coding,Intervention

Specific Language Impairment (SLI) is associated with reading difficulties. The evidence to support this association, typically, is drawn from studies of elementary school children. Additionally, the extent of the relationship between language and reading skills during adolescence is not yet clear. This study aimed to examine the word reading and comprehension skills of adolescents with a history of SLI at the end of compulsory education in the UK. The study is framed within the Simple View of Reading and the two-dimensional model of reading as proposed by Bishop and Snowling (2004). Fifty-six young people, identified at the age of 8 as having SLI were assessed at 14 and 16 on a range of language and literacy measures. Results indicated that adolescents with a history of SLI were at higher risk of experiencing reading difficulties when compared with their typically developing peers. Single word decoding and receptive vocabulary were significant factors in explaining reading comprehension at the age of 16 for the adolescents with a history of SLI, a pattern that differed from that for their matched peers. Educational and clinical implications for the assessment and intervention of reading skills during secondary education are discussed. (Contains 2 figures and 4 tables.)
Response to Early Intervention of Children with Specific and General Language Impairment
Author: Bowyer-Crane, Claudine
Date: 2011-09-00
Type: Journal Articles
Subjects: Early Intervention,Phonology,Oral Language,Language Impairments,Literacy,Response to Intervention,Performance Based Assessment,Followup Studies,Language Skills,Comparative Analysis,Comparative Testing,Nonverbal Ability,Intelligence Quotient,Phonological Awareness

The present paper reports a secondary analysis of data from a published randomised controlled trial. This paper compares the outcomes of children with specific language impairment (SLI) and those with a general delay (GD) following participation in either an oral language intervention or a phonology with reading intervention. Sixty-eight children were included in the analysis, 29 with SLI and 39 with a general delay. The interventions were delivered by trained teaching assistants on a daily basis during a twenty-week period for small group and individual work. Performance on measures of language and literacy at the end of the intervention period and after a 5-month delay indicated better response to the phonology with reading intervention for the SLI group. There was no difference between the SLI and GD groups in response to oral language intervention. Findings are discussed with reference to the role of non-verbal IQ in literacy development. (Contains 3 tables, 1 figure and 1 endnote.)
An Examination of New Zealand Teachers' Attributions and Perceptions of Behaviour, Classroom Management, and the Level of Formal Teacher Training Received in Behaviour Management
Author: Johansen, Anita
Date: 2011-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Foreign Countries,Classroom Environment,Professional Development,Student Behavior,Knowledge Level,Teacher Education,Teacher Attitudes,Beliefs,Behavior Problems,Attribution Theory,Positive Reinforcement,Intervention,Questionnaires,Elementary School Students,Elementary School Teachers,Likert Scales

The way in which behaviour is perceived and managed by teachers can influence the classroom environment. The current study examined teachers' perceptions of the cause of school behavioural problems and the effectiveness of positive behavioural interventions. It also examined the level of formal training participants have received in behaviour management. Results indicated that a number of participants perceived school behavioural problems to be caused by external factors such as parenting and that these behaviours are controllable by the students. Results also indicated that a number of teachers believe positive behavioural interventions do not work despite the research that indicates that they do. Teachers also report receiving minimal formal training in behaviour management or ongoing professional development in the area which is likely to influence their perceptions and classroom management practice. Results are discussed in terms of teacher training and professional development and the current work of the Ministry of Education's Positive Behaviour 4 Learning (PB4L) initiative. (Contains 1 table.)
I thought This Was Social Studies, Not English, Miss! Improving Students' Attitudes to Reading and Writing in Year 9 and 10 Social Studies
Author: Parker-Corney, Kate
Date: 2011-00-00
Type: Journal Articles
Subjects: Student Attitudes,Reading Motivation,Foreign Countries,Literacy,Social Studies,Attitude Change,Reading Attitudes,Writing Attitudes,Secondary School Curriculum,Educational Practices,Change Strategies,Educational Change,Learner Engagement,Best Practices,Reading Improvement,Reading Strategies

Low levels of literacy engagement by Years 9 and 10 students impact on their achievement in curriculum subjects such as Social Studies in New Zealand secondary schools. The majority of students entering secondary school possess sufficient foundation skills for further scaffolded subject literacy instruction, but some consistently resist or refuse to engage with text. Faced with this, the teacher works increasingly harder to compensate for reluctant readers and writers. This is the story of one teacher's changing practice as the result of professional learning in &quot;The Secondary Literacy Project&quot; (Ministry of Education, 2009-11) which has resulted in a substantive change in her Social Studies classrooms, with &quot;resistive&quot; (Tovani, 2000, p. 14) readers now significantly more motivated and engaged in negotiating and responding to challenging texts.
Hero Stories: A Coping Strategy for a Child Who Has Autism
Author: Jones, Linda
Date: 2011-00-00
Type: Journal Articles
Subjects: Autism,Coping,Children,Personal Narratives,Stress Management,Self Concept,Story Telling,Case Studies

This paper explores Hero Stories, a different narrative approach developed to support a child with autism to gain self-control and allow him to navigate his world as a competent and capable learner. It examines the development and use of "Hero Stories books" as a strategy for assisting a child with autism to cope with stressful situations within the home and school, and explores how these stories can contribute to enhancing a child's sense of themselves as thinkers and powerful learners, in charge of their lives. (Contains 1 figure.)
He Waka Tino Whakarawea: A Model for Evaluating the Cultural Appropriateness and Effectiveness of Programmes and Services for Maori Learners both with and without Special Needs
Author: Bevan-Brown, Jill
Date: 2011-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Models,Program Evaluation,Educational Principles,Participation,Cultural Relevance,Empowerment,Accountability,Access to Education,Access to Health Care,Access to Information,Program Implementation,Performance Factors,Evaluation Methods,Community Services,Community Programs,Community Control,Program Effectiveness,Foreign Countries

This article introduces a waka tino whakarawea model for evaluating programmes and services for Maori learners. It is based on a set of underlying principles identified in the author's PhD study (Bevan-Brown, 2002). Explanations are provided for eight principles: kaupapa Maori; importance, relevance and beneficence; participation; empowerment, tino rangatiratanga and Maori control; accountability; high quality; appropriate personnel and equality and accessibility. Challenges to implementing these principles are outlined and suggestions for overcoming the challenges are shared. A framework containing the principles and 22 associated questions is included, as is a procedure for evaluating, improving or developing programmes and services for Maori learners both with and without special needs. Finally, the waka tino whakarawea metaphor of a well-equipped canoe is explained. (Contains 1 figure.)
How Aligned Are We? Assessment Procedures and Practices between Early Childhood and Early Intervention
Author: Caulcutt, Toia
Date: 2011-00-00
Type: Journal Articles
Subjects: Early Intervention,Early Childhood Education,Foreign Countries,Educational Practices,Alignment (Education),Evaluation Methods,Measurement Objectives,Measurement Techniques,Developmentally Appropriate Practices,Correlation,Change Strategies,Educational Change

Early intervention and early childhood share a unique space in our early years education in Aotearoa/New Zealand. The assessment practices of the two are distinctively different and specific to each discipline. As assessment is a powerful agent for change and responsiveness to learners this article will unpack the reasoning behind these differences and consider the possibility of addressing a possible alignment through the early childhood curriculum Te Whariki (Ministry of Education, 1996).
Successful Tongan Students in New Zealand Secondary Schools: Default or Design?
Author: Frengley-Vaipuna, Ingrid
Date: 2011-00-00
Type: Journal Articles
Subjects: Gifted,Talent,Foreign Countries,Secondary School Students,Success,Case Studies,Womens Education,Womens Studies,Student Characteristics,Cultural Context,Profiles,Talent Development,Models,Personality Development,Ability Identification,Talent Identification

This article outlines the use of Gagne's (2008) Differentiated Model of Giftedness and Talent (DMGT) as applied to Tongan secondary school students in New Zealand. Two case studies of Tongan young women are shared with a particular emphasis on the influence of catalysts, the chance factor, and developmental processes upon the development of their gifts to talents. The article explains the Tongan way, a conceptual map for developing better understandings of Tongan gifted and talented students in New Zealand. The article concludes that the Differentiated Model of Giftedness and Talent is a framework teachers can use to explore giftedness with Pasifika families, communities, and students to assist in better understanding their special abilities, qualities, and needs. (Contains 5 figures and 1 footnote.)
Improving Literacy Outcomes for Years 5-8 Boys
Author: Mercer, Kelly
Date: 2011-00-00
Type: Journal Articles
Subjects: Action Research,Foreign Countries,Males,Literacy,Student Improvement,Writing Improvement,Elementary School Curriculum,Elementary School Students,Learner Engagement,Learning Motivation,Motivation Techniques,Homogeneous Grouping,Classroom Techniques,Teaching Methods,Participant Satisfaction,Writing Achievement

This paper reports on a small action research project carried out by a Special Education Needs Coordinator (SENCO) in a small rural, full primary school in New Zealand. It focused on improving the literacy outcomes for Years 5-8 boys in the school by way of a boys'-only writing group. Results show that the boys'-only learning group had a positive impact on the students' engagement and motivation for learning and improved literacy outcomes. (Contains 2 tables.)
I Miss My Mochaccino
Author: Margrain, Lisa
Date: 2011-00-00
Type: Journal Articles
Subjects: Feedback (Response),Stuttering,Communication Disorders,Communication Problems,Communication Skills,Communication Strategies,Speech Language Pathology,Phenomenology,Attitudes toward Disabilities,Best Practices,Daily Living Skills

Stuttering is a communication disorder which can include repetitions, prolongations, or having gaps in speech (blocks, with no sound). Stuttering is also known as stammering, although the correct term is actually dysphemia. In this article, the author shares her stuttering experience so that others will realize what it is like to live with a stutter. She describes some strategies she learned in speech-language therapy, and relates the different ways people have reacted to her stuttering. She also offers feedback and advice for teachers and others who interact with someone who stutters.
SUBTLEX-ESP: Spanish Word Frequencies Based on Film Subtitles
Author: Cuetos, Fernando
Date: 2011-00-00
Type: Journal Articles
Subjects: Spanish,Word Frequency,Word Lists,Films,Word Recognition,Language Processing,Naming,Reaction Time

Recent studies have shown that word frequency estimates obtained from films and television subtitles are better to predict performance in word recognition experiments than the traditional word frequency estimates based on books and newspapers. In this study, we present a subtitle-based word frequency list for Spanish, one of the most widely spoken languages. The subtitle frequencies are based on a corpus of 41M words taken from contemporary movies and TV series (screened between 1990 and 2009). In addition, the frequencies have been validated by correlating them with the RTs from two megastudies involving 2,764 words each (lexical decision and word naming tasks). The subtitle frequencies explained 6% more of the variance than the existing written frequencies in lexical decision, and 2% extra in word naming. (Contains 2 figures and 2 tables.)
Stimulus Control: The Sought or Unsought Influence of the Objects We Tend to
Author: Morsella, Ezequiel
Date: 2011-00-00
Type: Journal Articles
Subjects: Perception,Stimuli,Responses,Influences,Behavior,College Students,Music Reading,Social Cognition

Does the mere presence of the things we have tended to influence our actions systematically, in ways that escape our awareness? For example, while entering a tool shed, does perceiving objects that we once tended to (e.g., tools, musical instruments) influence how we then execute a simple action (e.g., flicking the shed's light switch)? Ancient traditions (e.g., &quot;feng shui&quot;) and contemporary approaches to action production (e.g., &quot;continuous flow&quot; and &quot;cascade&quot; models) hypothesize that the answer is yes. Although relevant to several fields (e.g., motor cognition, social cognition), for various reasons this hypothesis cannot be tested by traditional choice-response time interference paradigms, which involve more complex processes than our tool shed scenario. Using new paradigms that resemble detection tasks, three studies demonstrated that &quot;very incidental&quot; action-related distracters systematically interfere with simple, repeated actions that involve minimal response selection and decision-making processes. In Study 2, incidental musical notation interfered more with the simple actions of expert sight-readers than with the same actions of non-musicians. A similar pattern of effects was obtained with a fully experimental design. The implications for theories of action production, environmentally-driven automaticity, and social cognition are discussed. (Contains 6 figures and 1 table.)