ethanporcaro/eric-fulltext-meta huggingface dataset:
Low-Skilled Adult Readers Look Like Typically Developing Child Readers: A Comparison of Reading Skills and Eye Movement Behavior
Author: Barnes, Adrienne E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Eye Movements,Reading Comprehension,Adults,Reading Skills,Adult Basic Education,Grade 1,Word Recognition,Language Skills,Sentences,Adult Literacy

Adults enrolled in basic education exhibit poor academic performance, often reading at elementary and middle-school levels. The current study investigated the similarities and differences of reading skills and eye movement behavior between a sample of 25 low-skilled adult readers and 25 first grade students matched on word reading skill. &quot;t&quot; tests for matched pairs found no significant differences on language comprehension, reading comprehension, or eye movement variables. Regression analyses revealed that language comprehension made greater contributions to reading comprehension for adults (verses children) in the simple view of reading model. Processing time (gaze duration) was found to account for unique variance in both passage reading comprehension and sentence comprehension efficiency after controlling for word reading and language skills for adults. For children, processing time was only a significant predictor for sentence comprehension efficiency. [This article was published in &quot;Reading and Writing: An Interdisciplinary Journal&quot; (EJ1116911).]
Cross-Language Transfer of Reading Skills: An Empirical Investigation of Bidirectionality and the Influence of Instructional Environments
Author: Kim, Young-Suk Grace
Date: 2019-00-00
Type: Journal Articles
Subjects: Transfer of Training,Reading Skills,Second Language Learning,Native Language,Linguistic Theory,Language Proficiency,Correlation,Multilingualism,Longitudinal Studies,Literacy Education,Intervention,African Languages,English (Second Language),Comparative Analysis,Teaching Methods,Phonological Awareness,Phoneme Grapheme Correspondence,Grade 1,Grade 2,Elementary School Students,Official Languages,Foreign Countries

The linguistic interdependence hypothesis (Cummins, 1979, 2000) states that children's second-language (L2) proficiency is, to some extent, a function of their first-language (L1) competence. Previous studies have examined this hypothesis with focus on a unidirectional relation from L1 to L2. In the present study, we examined &quot;bidirectional&quot; influences of literacy skills in multilingual contexts, and whether the nature of relations varied as a function of literacy instruction environment. To do so, we used longitudinal data from a randomized controlled trial of a literacy intervention for children in Grades 1 and 2, learning to read in Kiswahili and English, two official languages in Kenya. Children in the treatment condition received explicit and systematic instruction on literacy (e.g., phonological awareness, phoneme-grapheme correspondences) in Kiswahili and English, whereas children in the control condition did not. Overall results supported bidirectionality of relations, such that children's literacy skills in the two languages were reciprocally related over time. However, directionality of relations differed as a function of language and literacy instruction condition, such that the relation from English to Kiswahili was found across intervention conditions, but the relation from Kiswahili to English was found only among children who had received explicit instruction in Kiswahili reading. These results are discussed in light of theory and practice for language and literacy acquisition in multilingual contexts. [This article was published in &quot;Reading and Writing&quot; (EJ1210814).]
Social Security, Teacher Pensions, and the &quot;Qualified&quot; Retirement Plan Test
Author: Aldeman, Chad
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Retirement Benefits,Teacher Retirement,Federal Programs,Public Policy,Public School Teachers

Today, nine out of 10 Americans age 65 and older depend on Social Security benefits to lead a comfortable and secure retirement. Among all Americans over age 65, Social Security makes up more than half of their household income. This brief outlines the history of Social Security benefits in the public sector, describes the safe harbor rule and how it is intended to work, and then shows its limitations. As a concrete example, it then analyzes the pension formulas covering approximately 1.2 million active public school teachers in the 15 states and the District of Columbia that do not offer universal coverage for teachers. Similar to previous work, it shows that the pension formulas in those states do not protect teachers from receiving retirement benefits that are worth less than they would otherwise receive under Social Security. Those workers should be covered by Social Security immediately. The brief concludes with suggestions about how the Internal Revenue Service (IRS) could amend its rules to protect these workers and more closely align its policies with congressional intent.
School Crossing: Student Safety on the Bus and Beyond
Author: Spurrier, Alex
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: School Buses,Student Transportation,Physical Activities,Motor Vehicles,Traffic Safety,Elementary Secondary Education

This brief aims to help state and local leaders, advocates, and other stakeholders better understand how they can lead comprehensive change to improve the safety of all modes of student transportation in their communities. The brief starts by assessing how students get to school and how modes of transportation have changed over the past 50 years. Next, the authors examine how student transportation safety is currently measured and how additional data could provide a more holistic understanding of student transportation safety, and therefore, drive more comprehensive solutions. Key safety considerations and best practices across modes of transportation--buses, walking and biking, private vehicles, and public transit--are each considered in turn. Finally, the authors summarize how parents, school leaders, and municipal governments can work to ensure that all students arrive safely at school each day. [This report is part of a series of publications on school transportation policy. The policy briefs build on the 2019 slide deck &quot;The Challenges and Opportunities in School Transportation Today&quot; and the 2017 report, &quot;Miles to Go: Bringing School Transportation into the 21st Century&quot; (ED602698).]
Miles to Go: Bringing School Transportation into the 21st Century
Author: Burgoyne-Allen, Phillip
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: Student Transportation,Public Schools,School Choice,Safety,Financial Support,Information Needs,Conservation (Environment),Elementary Secondary Education,School Buses,Federal Regulation,Traffic Safety,Students with Disabilities,Homeless People,Educational Legislation,Federal Legislation,Urban Schools,State Regulation,Rural Schools,Data,Regional Cooperation,Regional Planning,Government Role,Federal Government

This report examines the structure of school transportation systems, the surrounding regulatory landscape, school transportation funding mechanisms, student safety, the impact of school choice, the growing need for school transportation data, and school transportation's effect on the environment. Drawing from these various perspectives, it asks whether the traditional system of district-provided school transportation is the best way to get kids to school in different district contexts, explores potential alternatives, and analyzes the practical and policy barriers and incentives around student transportation.
Cross-Language Transfer of Phonological Awareness and Letter Knowledge: Causal Evidence and Nature of Transfer
Author: Wawire, Brenda A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Phonological Awareness,Alphabets,Phoneme Grapheme Correspondence,African Languages,Foreign Countries,Transfer of Training,Multilingualism,Grade 1,Elementary School Students,Attribution Theory,Teaching Methods,English (Second Language),Second Language Learning,Reading Skills,Intelligence Tests,Verbal Ability,Vocabulary,Pretests Posttests

Using a randomized control trial, this study examined the causal evidence of cross-language transfer of phonological awareness and letter knowledge (names and sounds) using data from multilingual 1st-grade children (N = 322) in Kenya. Children in the treatment condition received an 8-week instruction on phonological awareness and letter knowledge in Kiswahili. The comparison group received business-as-usual classroom instruction. Children in the treatment condition showed greater improvement in phonological awareness and letter-sound knowledge in Kiswahili &quot;and&quot; English (positive transfer; effect sizes from 0.37 to 0.95), whereas a negative effect was found in letter-name knowledge (interference; effect size, g = 0.27). No effects were found in reading, nor did the results vary by moderators (e.g., Kiswahili vocabulary). Path analyses revealed divergent patterns of results for different outcomes. Results provide causal evidence for cross-language transfer of phonological awareness and letter knowledge and offer important theoretical and practical implications. [This article was published in &quot;Scientific Studies of Reading&quot; (EJ1188478).]
Does Online Comprehension Monitoring Make a Unique Contribution to Reading Comprehension in Beginning Readers? Evidence from Eye Movements
Author: Kim, Young-Suk Grace
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Eye Movements,Listening Comprehension,Reading Processes,Grade 2,Elementary School Students,Time Factors (Learning),Computer Assisted Testing,Prediction,Reading Strategies,Achievement Tests,Statistical Analysis,Listening Comprehension Tests,Reading Tests,Sight Vocabulary,Word Recognition,Correlation

The goal of this study was to investigate the nature of online comprehension monitoring, its predictors, and its relation to reading comprehension. Questions were concerned with (a) beginning readers' sensitivity to inconsistencies, (b) predictors of online comprehension monitoring, and (c) the relation of online comprehension monitoring to reading comprehension over and above word reading and listening comprehension. Using eye tracking technology, online comprehension monitoring was measured as the amount of time spent rereading target implausible words and looking back at surrounding contexts. Results from 319 second graders revealed that children spent greater time fixating on inconsistent than consistent words and engaged in more frequent lookbacks. Comprehension monitoring was explained by both word reading and listening comprehension. However, comprehension monitoring did not uniquely predict reading comprehension after accounting for word reading and listening comprehension. These results provide insight into the nature of comprehension monitoring and its role in reading comprehension for beginning readers. [This article was published in &quot;Scientific Studies of Reading&quot; (EJ1184418).]
Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct
Author: Kim, Young-Suk Grace
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 2,Grade 3,Elementary School Students,Case Studies,Writing (Composition),Writing Instruction,Curriculum Based Assessment,Achievement Tests,Listening Comprehension,Raw Scores,Oral Language,Learning Disabilities,Writing Skills,Spelling,Handwriting,Writing Evaluation

We discuss a component-based, developmental view of text writing fluency, which we tested using data from children in Grades 2 and 3. &quot;Text writing fluency&quot; was defined as efficiency and automaticity in writing connected texts, which acts as a mediator between text generation (oral language), transcription skills, and writing quality. We hypothesized that in the beginning phase, text writing fluency would be largely constrained by transcription skills (spelling and handwriting), while at a later phase, oral language would make an independent contribution to text writing fluency. Furthermore, we hypothesized that text writing fluency would have a stronger relationship with writing quality at a later phase than at an earlier phase. We operationalized text writing fluency using two curriculum-based measurement writing scores: percentage correct word sequences and correct minus incorrect word sequences. Results revealed that in Grade 2, only transcription skills were uniquely related to text writing fluency, whereas in Grade 3, oral language was also related to text writing fluency. Text writing fluency was weakly related to writing quality in Grade 2 but strongly related to writing quality in Grade 3, over and above oral language and transcription skills. In both grades, oral language and handwriting fluency were independently related to writing quality. Theoretical and practical implications are discussed. [This article was published in &quot;Journal of Learning Disabilities&quot; (EJ1180590).]
Structural Relations of Language and Cognitive Skills, and Topic Knowledge to Written Composition: A Test of the Direct and Indirect Effects Model of Writing
Author: Kim, Young-Suk Grace
Date: 2019-00-00
Type: Reports - Research
Subjects: Writing (Composition),Language Skills,Thinking Skills,Knowledge Level,Grade 4,Elementary School Students,Oral Language,Spelling,Handwriting,Attention,Short Term Memory,Theory of Mind,Vocabulary,Grammar,Models,Inferences

Background: Writing involves multiple processes, drawing on a number of language, cognitive, and print-related skills, and knowledge. According to the Direct and Indirect Effects model of Writing (DIEW; Kim &amp; Park, 2019, &quot;Reading and Writing,&quot; 32, 1319), these multiple factors have hierarchical, interactive, and dynamic relations. Aims: I examined the hierarchical relations of language and cognitive skills to written composition as well as the relation of topic knowledge to written composition, using DIEW as a theoretical framework. Sample: One hundred thirty-two English-speaking students in Grade 4 were assessed on written composition, topic knowledge, oral language (vocabulary, grammatical knowledge, discourse-level oral production), higher order cognitions (inference, perspective taking [theory of mind], monitoring), domain-general cognitions (working memory and attention), and transcription skills (spelling and handwriting fluency). Methods: Structural equation modelling was used to compare hierarchical relations models with a direct or flat relations model. Results: The hierarchical relations model was supported. Discourse oral language skills and transcription skills completely mediated the relations of the other component skills to written composition, and the included component skills explained 82% of variance in written composition. Substantial total effects were found for discourse language, transcription, attention, working memory, vocabulary, theory of mind, and grammatical knowledge. Topic knowledge was moderately related to writing, but this relation became weak once the other skills were accounted for. Conclusions: Component skills have hierarchical structural relations and make direct and indirect contributions to written composition. Furthermore, the role of topic knowledge in written composition appears constrained by language and transcription skills for developing writers. [This is the online version of an article published in &quot;British Journal of Educational Psychology.&quot;]
The Relationship between Multiple Intelligences and the Learning Process of English Language Grammar in Dominican Students
Author: Tavarez DaCosta, Pedro
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Grammar,Teaching Methods,Multiple Intelligences,Learning Processes,Faculty Development,Program Effectiveness,Lesson Plans,Planning,College Students,Individual Differences

This research work consisted in the implementation of a plan in which, by way of treatment, it was possible to improve the way EFL teachers teach grammar applying activities that involve the different intelligences that students possess to learn a determined subject in Universidad Autonoma de Santo Domingo, campus San Francisco de Macoris, Dominican Republic. The reason for this procedure was to help teachers to improve their English grammar teaching techniques by taking into account the relationship between multiple intelligences and the learning process of English grammar. To carry out this procedure, the teachers and teachers to be, were subjected to a previous survey to verify the way in which they taught the English grammar to their students. It means, to see their capacity to understand the different abilities that their students might have in order to facilitate them the learning process of the English grammar. Moreover, students were also submitted to a survey to see the way in which they were taught by their teachers. After that, the teachers received a training based on the teaching of English grammar considering the multiple intelligences of the students in the classrooms. The training lasted 3 days, 9 hours in total. At the end of the process, teachers were submitted again to a post survey or test which showed an increase in the ability of teachers to implement activities that involve the multiple intelligences of their students, helping this to favor the learning of the English grammar of the students.
The Effects of Genetic and Environmental Factors on Writing Development
Author: Erbeli, Florina
Date: 2017-00-00
Type: Journal Articles
Subjects: Genetics,Environmental Influences,Writing Skills,Syntax,Semantics,Knowledge Level,Elementary School Students,Middle School Students,Twins,Individual Differences,Language Usage,Age Differences

Researchers have identified sources of individual differences in writing across beginning and developing writers. The aim of the present study was to further clarify the sources of this variability by investigating the extent to which there are differences in genetic and environmental factors underlying the associations between lexical diversity, syntactic knowledge, and semantic cohesion knowledge in relation to writing. Differences were examined across two developmental phases of writing: beginning (i.e., elementary school) and developing (i.e., middle school). Participants included 262 twin pairs (M[subscript age]= 10.88 years) in elementary school and 247 twin pairs (M[subscript age] =13.21 years) in middle school. Twins were drawn from the Florida Twin Project on Reading, Behavior, and Environment. Biometric models were conducted separately for subgroups defined by phase of writing development. Results indicated significant etiological differences in writing components across the two phases, such that effects associated with genes and non-shared environment were greater while effects associated with shared environment were lower in developing writers as compared to beginning writers. Furthermore, results showed that child-specific environment was the largest contributor to individual differences in writing components and their covariation for both beginning and developing writers. These results imply that even direct instruction about writing in schools may be having different effects on children based on their unique experiences.
Unpacking Pathways Using the Direct and Indirect Effects Model of Writing (DIEW) and the Contributions of Higher Order Cognitive Skills to Writing
Author: Kim, Young-Suk Grace
Date: 2018-00-00
Type: Journal Articles
Subjects: Writing (Composition),Thinking Skills,Korean,Elementary School Students,Grade 1,Grade 3,Beginning Writing,Models,Writing Skills,Spelling,Handwriting,Oral Language,Executive Function,Inferences,Perspective Taking,Vocabulary,Grammar,Short Term Memory,Attention

We examined the Direct and Indirect Effects model of Writing (DIEW), using longitudinal data from Korean-speaking beginning writers. DIEW posits hierarchical structural relations among component skills (e.g., transcription skills, higher order cognitive skills, oral language, motivation/affect, background knowledge) where lower level skills are needed for higher order skills and where component skills make direct and indirect contributions to writing (see Fig. 1). A total of 201 Korean-speaking children were assessed on component skills in Grade 1, including transcription (spelling and handwriting fluency), higher order cognitive skills (inference, perspective taking, and monitoring), oral language (vocabulary and grammatical knowledge), and executive function (working memory and attention). Their writing skills were assessed in Grades 1 and 3. DIEW fit the data well. In Grade 1, transcription skills were directly related to writing, whereas vocabulary, grammatical knowledge, working memory, and attention were indirectly related to writing. For Grade 3 writing, inference and spelling were directly related while working memory made both direct and indirect contributions. Attention, vocabulary, and grammatical knowledge made indirect contributions via spelling and inference. These results support DIEW and its associated hypotheses such as the hierarchical nature of structural relations, the roles of higher order cognitive skills, and the changing relations of component skills to writing as a function of development (a developmental hypothesis). [This article was published in &quot;Reading and Writing: An Interdisciplinary Journal&quot; (EJ1212656).]
Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER)
Author: Kim, Young-Suk Grace
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Instruction,Grade 2,Elementary School Students,Language Skills,Cognitive Ability,Listening Comprehension,Short Term Memory,Grammar,Vocabulary,Inferences,Reading Comprehension,Word Recognition,Models,Achievement Tests,Perspective Taking

Pathways of relations of language, cognitive, and literacy skills (i.e., working memory, vocabulary, grammatical knowledge, inference, comprehension monitoring, word reading, and listening comprehension) to reading comprehension were examined by comparing four variations of direct and indirect effects model of reading. Results from 350 English-speaking second graders revealed that language and cognitive component skills had direct and indirect relations to listening comprehension, explaining 86% of variance. Word reading and listening comprehension completely mediated the relations of language and cognitive component skills to reading comprehension and explained virtually all the variance in reading comprehension. Total effects of component skills varied from small to substantial. The findings support the direct and indirect effects model of reading model and indicate that word reading and listening comprehension are upper-level skills that are built on multiple language and cognitive component skills, which have direct and indirect relations among themselves. The results underscore the importance of understanding nature of relations. [This article was published in &quot;Scientific Studies of Reading&quot; (EJ1146094).]