Predictors of hyperactive–impulsive–inattention and conduct problems: A comparative follow‐back investigation

Disruptive behavior patterns are particularly challenging for parents, teachers, and peers as these behaviors often interfere with classroom instruction, frequently lead to academic underachievement, and are associated with social skills acquisition and performance deficits. Children who exhibit a combination of hyperactivity–impulsivity–inattention and conduct problems (HIA + CP) have been shown to be at greater risk for negative social, behavioral, and legal outcomes than children with HIA‐only or CP‐only behavior patterns. This investigation explored the degree to which academic, social, and behavioral characteristics in Grade 4 could differentiate sixth‐grade students with HIA + CP (n = 61), HIA‐only (n = 29), and CP‐only (n = 14). Results showed that the HIA‐only group had higher academic achievement in Grade 4 as measured by teacher judgments and standardized tests than the HIA + CP and CP‐only groups. By Grade 6, the HIA‐only and HIA + CP groups showed lower academic competence than the CP‐only group suggesting that by sixth grade, children having HIA alone or in combination with conduct problems are at greater risk for academic failure. Additionally, HIA + CP and CP‐only groups had poorer social skills than the HIA‐only group. Consistent with past research, students in the three risk groups showed no difficulties in either academic or social self‐concept. Early screening and identification methods using a multiple‐gating model were recommended as a means of proactive approaches to intervention design and prevention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 721–736, 2005.     

Developing local oral reading fluency cut scores for predicting high‐stakes test performance

This study evaluated the classification accuracy of a second grade oral reading fluency curriculum‐based measure (R‐CBM) in predicting third grade state test performance. It also compared the long‐term classification accuracy of local and publisher‐recommended R‐CBM cut scores. Participants were 266 students who were divided into a calibration sample (n = 170) and two cross‐validation samples (n = 46; n = 50), respectively. Using calibration sample data, local fall, winter, and spring R‐CBM cut scores for predicting students’ state test performance were developed using three methods: discriminant analysis (DA), logistic regression (LR), and receiver operating characteristic curve analysis (ROC). The classification accuracy of local and publisher‐recommended cut scores was evaluated across subsamples. Only DA and ROC produced cut scores that maintained adequate sensitivity (≥.70) across cohorts; however, LR and publisher‐recommended scores had higher levels of specificity and overall correct classification. Implications for developing local cut scores are discussed.     

Flexible strategy use by students who learn much versus little from text: transitions within think‐aloud protocols

Van den Broek's landscape model explicitly posits sequences of moves during reading in real time. Two other models that implicitly describe sequences of processes during reading are tested in the present research. Coded think‐aloud data from 24 undergraduate students reading scientific text were analysed with lag‐sequential techniques to compare specific transitions and flexibility with transitions between students who gained much in learning from reading a passage (n = 11) and those who gained little (n = 13). Just before verbalising inferences, those who gained much verbalised vocabulary, background knowledge, and strategies significantly more than did those who gained little. Those who gained much showed more flexible patterns before verbalising strategies and vocabulary, but rigid patterns just before inferences, whereas those who gained little showed the opposite pattern. Results both support and point out weaknesses in contemporary theories of reading comprehension and may explain some results from classroom experimental work.     

Predicting First‐Grade Math Achievement from Developmental Number Sense Trajectories

Number sense development was tracked from the beginning of kindergarten through the middle of first grade, over six time points. Children (n= 277) were then assessed on general math achievement at the end of first grade. Number sense performance in kindergarten, as well as number sense growth, accounted for 66 percent of the variance in first‐grade math achievement. Background characteristics of income status, gender, age, and reading ability did not add explanatory variance over and above growth in number sense. Even at the beginning of kindergarten, number sense was highly correlated with end of first‐grade math achievement (r= 0.70). Clarifying the observed slope effect, general growth mixture modeling showed that children who started kindergarten with low number sense but made moderate gains by the middle of kindergarten had higher first‐grade math achievement than children who started out with similarly low number sense with flat growth. The majority of children in the low/flat growth class were from low‐income families. The findings indicate that screening early number sense development is useful for identifying children who will face later math difficulties or disabilities.     

Holding back and holding behind: Grade retention and students’ non‐academic and academic outcomes

The present study examined the implications of grade retention (repeating a grade) and social promotion (automatic promotion to the next grade each year) for high school students’ academic and non‐academic outcomes. Based on data from 3261 high school students, structural equation modeling demonstrated that, after controlling for interactions with other factors, demographic covariates and ability, there were significant (p < 0.001) main effects of grade retention. In terms of academic factors, grade retention was a significant negative predictor of academic self‐concept and homework completion and a significant positive predictor of maladaptive motivation and weeks absent from school. In terms of non‐academic factors, grade retention was a significant negative predictor of self‐esteem but was not significantly associated with relationship with peers. In follow‐up analyses using a sub‐sample of retained (n = 186) and promoted (n = 186) students matched by ability, age and gender, findings were confirmed and with stronger effects on some factors. For nations and systems emphasizing grade retention and for those emphasizing social promotion, findings have implications for educational practice, policy and theories of child and academic development.     

Literacy Instruction in Multiple‐Language First‐Grade Classrooms: Linking Student Outcomes to Observed Instructional Practice

This study examined literacy instruction in 14 first‐grade classrooms of English learners (ELs) in three schools in a large urban school district in southern California over a two‐year period. Pre‐ and posttest measures of oral‐reading fluency for 186 first graders, representing 11 native languages, were the outcome data. Reading‐fluency data were examined in reference to ratings of literacy practices using the English Learners Classroom Observation Instrument (ELCOI). Results indicated a moderately strong correlation (r= 0.65) between ELCOI rating and gain in oral‐reading fluency at the end of first grade. We report patterns of ELs who read below the oral‐reading fluency benchmark thresholds and patterns of students who were ultimately labeled with learning disabilities. Instructional practices of teachers rated “high” and “low” are discussed. Educational implications and recommendations for future research are discussed.     

A preliminary investigation of the concurrent validity of reading comprehension rate: A direct,dynamic measure of reading comprehension

Reading comprehension rate (RCR) is a direct measure of reading skills that may be useful in formatively evaluating students reading beyond the fourth‐grade level. To investigate the concurrent validity of RCR, we correlated RCR, reading comprehension level (RCL), and words correct per minute (WC/M) with the Broad Reading Cluster Scores of the Woodcock‐Johnson III Tests of Achievement (WJ‐III ACH) across 88 students in 4th, 5th, and 10th grades. Results showed that aloud‐RCR was significantly correlated with the WJ‐III ACH scores for 4th‐grade (r = .90; n = 22), 5th‐grade (r = .87; n = 29), and 10th‐grade (r = .65; n = 37) students. Regression analysis specified a one‐predictor model for 4th‐grade students (aloud‐RCR), a two‐predictor model for 5th‐grade students (WC/M and aloud‐RCR), and a one‐predictor model for 10th‐grade students (WC/M). Discussion focuses on directions for future research and applied issues related to RCR probe passage development. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 373–388, 2007.     

Cognitive Attributes,Attention, and Self‐Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention

We examined cognitive attributes, attention, and self‐efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading intervention. We also included typical readers (n = 40). These four groups were compared on measures of nonverbal reasoning, working memory, verbal knowledge, listening comprehension, phonological awareness, and rapid naming as well as on teacher ratings of attention problems and self‐reported self‐efficacy. The two inadequate responder groups demonstrated difficulties primarily with verbal knowledge and listening comprehension compared to typical readers and adequate responders. Phonological awareness and rapid naming differentiated the two inadequate responder groups. In addition, both inadequate responder groups showed more attention problems and low self‐efficacy compared to typical readers.     

An Examination of a Small‐Group Decoding Intervention for Struggling Readers: Comparing Accuracy and Automaticity Criteria

In this study, we compared methods to improve the decoding and reading fluency of struggling readers. Second‐grade poor readers were randomly assigned to one of the two practice conditions within a repeated reading intervention. Both interventions were in small groups, were 20–28 min long, took place 2–4 days per week, and consisted of phonemic awareness training, letter sound practice, and practice in word families. Students in the accuracy condition (n= 27) practiced each page until they reached 98 percent accuracy while students in the accuracy + automaticity condition (n= 29) practiced until they reached rate (30–90 cwpm) and accuracy criteria. Hierarchical linear modeling revealed no differences between practice conditions in decoding accuracy, reading comprehension, and grade‐level text reading fluency. Significant differences favoring the accuracy + automaticity group were found in measures of decoding automaticity.     

Food‐Based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge

Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand‐on, food‐based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: (1) assess 4th graders food‐related multidisciplinary science knowledge, and (2) compare gains in food‐related science knowledge after implementation of an integrated, food‐based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands‐on, food‐based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n = 9) and North Carolina (n = 9). Sixteen classrooms in Ohio (n = 8) and North Carolina (n = 8), following their standard science curricula, served as comparison classrooms. Students completed a researcher‐developed science knowledge exam, consisting of 13 multiple‐choice questions administered pre‐ and post‐test. Only subjects with pre‐ and post‐test scores were entered into the sample (Intervention n = 343; Control n = 237). No significant differences were observed between groups at pre‐test. At post‐test, the intervention group scored (9.95 ± 2.00) significantly higher (p = 0.000) than the control group (8.84 ± 2.37) on a 13‐point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food.     

Exploring academic and cognitive skills impacting retention and acquisition of word-problem knowledge gained during or after intervention

In the present study, we investigated the impact of a word-problem intervention in retention and acquisition of knowledge after the intervention ended. We based analyses upon Grade 4 students experiencing mathematics difficulty (average age at pretest = 8.77) who received one of two variants of a word-problem intervention (with [n = 111] vs. without [n = 110] embedded pre-algebraic reasoning instruction) and students within a business-as-usual condition (BaU [n = 127]) separately. Findings revealed that students who received the intervention not only tended to retain less, but they also showed more active knowledge acquisition after the intervention ended. Furthermore, word-problem intervention altered the contributions of some prior knowledge and skills on both retention and acquisition.     

A survey of student perceptions of team‐based learning in anatomy curriculum: Favorable views unrelated to grades

Team‐based learning (TBL) combines independent out of class preparation with in class small group discussion. We adopted TBL in teaching first year medical gross anatomy. In this study, we evaluated student perceptions of TBL by using a survey that elicited perceptions of both pedagogy and mode of learning. Anatomy lectures were replaced with required preclass readings, self‐assessment quizzes, small group discussions of assignments, and groups retaking the same quizzes for deeper learning. At the course conclusion, students were surveyed to assess their preference for TBL, their perceptions of TBL effectiveness, and their perceptions of successful interpersonal relationships within groups. Respondents (n = 317; 89% response) were asked to rate the extent that they agreed (?2 = strongly disagree; ?1 = disagree; 0 = neutral; 1 = agree; and 2 = strongly agree). A principal components factor analysis with varimax rotation identified two 8‐item factors: “perceptions of TBL” and “perceptions of teamwork.” Internal consistency for each was high [Cronbach's alpha = 0.908 (preference for TBL); 0.884 (preference of teamwork)]. Results of one‐way analysis of variance between Honors/High Pass/Pass/Fail students indicated that Honors (n = 73) tended to rate perceptions of TBL higher than Pass (n = 54) [mean difference = 2.92; 95% CI (0.05, 5.79)], and also higher than Fail (n = 11) [mean difference = 6.30; 95% CI (1.13, 11.47)]. However, each had overallpositive ratings. No difference was noted between mean ratings of teamwork, which were also, overall, positive. We conclude that medical students view TBL favorably irrespective of their grades. Anat Sci Educ 2:150–155, 2009. © 2009 American Association of Anatomists.     

Differences in the Mathematics‐Vocabulary Knowledge of Fifth‐Grade Students With and Without Learning Difficulties

The purpose of this pilot study was to explore the impact of mathematics and reading learning difficulties on the mathematics‐vocabulary understanding of fifth‐grade students. Students (n = 114) completed three measures: mathematics computation, general vocabulary, and mathematics vocabulary. Based on performance on the mathematics computation and general vocabulary measures, students were categorized with no learning difficulty (i.e., typical), mathematics difficulty without reading difficulty (MD‐only), reading difficulty without mathematics difficulty (RD‐only), and combined mathematics and reading difficulties (MDRD). On the mathematics‐vocabulary measure, students with MD‐only or RD‐only scored significantly lower than typical students, and students with MDRD demonstrated significantly lower performance than students with MD‐only or RD‐only.     

Improvements in anatomy knowledge when utilizing a novel cyclical “Observe‐Reflect‐Draw‐Edit‐Repeat” learning process

Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. Observe‐Reflect‐Draw‐Edit‐Repeat (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on processes of critical observation, reflection and drawing in anatomy learning. ORDER was initially investigated in the context of a compulsory first year surface anatomy practical (ORDER‐SAP) at a United Kingdom medical school in which a cross‐over trial with pre‐post anatomy knowledge testing was utilized and student perceptions were identified. Despite positive perceptions of ORDER‐SAP, medical student (n = 154) pre‐post knowledge test scores were significantly greater (P < 0.001) with standard anatomy learning methods (3.26, SD = ±2.25) than with ORDER‐SAP (2.17, ±2.30). Based on these findings, ORDER was modified and evaluated in the context of an optional self‐directed gross anatomy online interactive tutorial (ORDER‐IT) for participating first year medical students (n = 55). Student performance was significantly greater (P < 0.001) with ORDER‐IT (2.71 ± 2.17) when compared to a control tutorial (1.31 ± 2.03). Performances of students with visual and artistic preferences when using ORDER were not significantly different (P > 0.05) to those students without these characteristics. These findings will be of value to anatomy instructors seeking to engage students from diverse learning backgrounds in a research‐led, innovative, time and cost‐effective learning method, in the context of contrasting learning environments. Anat Sci Educ 10: 7–22. © 2016 American Association of Anatomists.     

EXAMINING POTENTIAL BIAS IN SCREENING MEASURES FOR MIDDLE SCHOOL STUDENTS BY SPECIAL EDUCATION AND LOW SOCIOECONOMIC STATUS SUBGROUPS

To provide timely and effective supports for students reading below grade level, schools require methods for quickly and accurately identifying those students in need. One method for identifying those students is through universal screening. Assessments such as oral reading fluency (ORF) and Maze reading comprehension are commonly used as screening assessments in middle grades. The current study examined ORF and Maze for evidence of bias across two subgroups known to be at increased risk for failure in reading: (a) students with learning disabilities and (b) students from low‐income households. Data from 4,215 students in the sixth (n = 1,126), seventh (n = 1,361), and eighth grades (n = 1,728) were analyzed. Results indicate no significant differences in predictive validity for students from low‐income households compared to students from middle and upper income households. For students with learning disabilities only 8th grade scores showed any evidence of bias compared to students without diagnosed disabilities. Implications and recommendations for future research are discussed.     

Piloting a Mathematics‐Writing Intervention with Late Elementary Students At‐Risk for Learning Difficulties

High‐stakes mathematics assessments require students to write about mathematics, although research suggests students exhibit limited proficiency on such assessments. Students with LD may have difficulties with writing, mathematics, or both. Researchers employed an intervention for teaching students how to organize mathematics writing (MW). Researchers randomly assigned participants (n = 61) in grades 3–5 to receive instruction in MW or information writing. Students receiving MW outperformed control students on a researcher‐developed measure of MW (d = 1.05). Component assessment revealed MW students improved in writing organization (d = 1.49) but not in mathematics content (d = 0.11 ns). Results also indicated MW students outperformed control on percentage of correct MW sequences (d = 0.82). Future directions for MW intervention development are discussed.     

A follow‐up study of the ABRACADABRA web‐based literacy intervention in Grade 1

This paper reports the follow‐up of a randomised control trial study of the ABRACADABRA web‐based literacy intervention that contrasted synthetic versus analytic phonics (Comaskey, Savage & Abrami, 2009) in kindergarten children from urban low‐SES backgrounds. Participants who received a ‘synthetic’ phonics+phoneme awareness training (n = 26) or an ‘analytic’ phonics+phoneme awareness training literacy intervention (n = 27) were tested on standard measures of literacy 1 year later. Results revealed a significant main effect (p < .01) for the analytic group performing better on passage reading comprehension. Modest advantages for children who received the analytic phonics programme were evident. We obtained an effect size favourably comparable with other studies, after adjusting for intervention duration (ES = .41). It is concluded that analytic phonics programmes may provide modest but significant sustained advantages in literacy for kindergarten children from low‐SES backgrounds.     

Simulating the multi‐disciplinary care team approach: Enhancing student understanding of anatomy through an ultrasound‐anchored interprofessional session

Quality of healthcare delivery is dependent on collaboration between professional disciplines. Integrating opportunities for interprofessional learning in health science education programs prepares future clinicians to function as effective members of a multi‐disciplinary care team. This study aimed to create a modified team‐based learning (TBL) environment utilizing ultrasound technology during an interprofessional learning activity to enhance musculoskeletal anatomy knowledge of first year medical (MD) and physical therapy (PT) students. An ultrasound demonstration of structures of the upper limb was incorporated into the gross anatomy courses for first‐year MD (n = 53) and PT (n = 28) students. Immediately before the learning experience, all students took an individual readiness assurance test (iRAT) based on clinical concepts regarding the assigned study material. Students observed while a physical medicine and rehabilitation physician demonstrated the use of ultrasound as a diagnostic and procedural tool for the shoulder and elbow. Following the demonstration, students worked within interprofessional teams (n = 14 teams, 5–6 students per team) to review the related anatomy on dissected specimens. At the end of the session, students worked within interprofessional teams to complete a collaborative clinical case‐based multiple choice post‐test. Team scores were compared to the mean individual score within each team with the Wilcoxon signed‐rank test. Students scored higher on the collaborative post‐test (95.2 ±10.2%) than on the iRAT (66.1 ± 13.9% for MD students and 76.2 ±14.2% for PT students, P < 0.0001). Results suggest that this interprofessional team activity facilitated an improved understanding and clinical application of anatomy. Anat Sci Educ 11: 94–99. © 2017 American Association of Anatomists.     

A comparative study of the effects of using dynamic geometry software and physical manipulatives on the spatial visualisation skills of pre‐service mathematics teachers

The study compared the effects of dynamic geometry software and physical manipulatives on the spatial visualisation skills of first‐year pre‐service mathematics teachers. A pre‐ and post‐test quasi‐experimental design was used. The Purdue Spatial Visualisation Test (PSVT) was used for the pre‐ and post‐test. There were three treatment groups. The first group (n = 34) used Dynamic Geometry Software (DGS) Cabri 3D as a virtual manipulative and the second group (n = 32) used physical manipulatives. In the control group (n = 30), the students received traditional instruction. The results of the study showed that physical manipulatives and DGS‐based types of instruction are more effective in developing the students' spatial visualisation skills than traditional instruction. In addition, students in the DGS‐based group performed better than the physical manipulative‐based group in the views section of the PSVT.