Measuring change in professionalism attitudes during the gross anatomy course

By design or default, anatomy educators are often responsible for introducing students to medical professionalism. Although much has been said about the role of anatomical education, there are no published reports suggesting how to measure change. This study investigated what professionalism attitudes, if any, change during a gross anatomy course. Additionally, the influence of four dichotomous variables related to student identity and preparation for medical school were analyzed for their effect on professionalism attitudes. A cross‐sectional time‐one (T1; beginning of the course), time‐two (T2; end of the course) study using the Penn State College of Medicine Survey of Professionalism was conducted. A multivariate analysis of variance identified the main effects and interaction effects of categorical variables. A Mann Whitney U test verified significant differences. This study found a reprioritization of professionalism attitudes in favor of altruism (P = 0.04 with a Cohen's d = 0.26) at T2. Female students (P = 0.03, Cohen's d = 0.38) and students from a science background (P = 0.04, Cohen's d = 0.36) changed the most in favor of altruism. Interestingly, though several factors correlated with dissimilarities in professionalism values at T1, gender was the only factor to show a significant difference in professionalism attitudes at T2. This cohort of students reported a statistically significant increase in altruism and no significant decreases in other professionalism attitudes concurrent with the gross anatomy course. Anat Sci Educ 3:12–16, 2010. © 2009 American Association of Anatomists     

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.     

Evidence for a simplicity principle: teaching common complex grapheme‐to‐phonemes improves reading and motivation in at‐risk readers

This study examines the effects of teaching common complex grapheme‐to‐phoneme correspondences (GPCs) on reading and reading motivation for at‐risk readers using a randomised control trial design with taught intervention and control conditions. One reading programme taught children complex GPCs ordered by their frequency of occurrence in children's texts (a ‘simplicity principle’). The other reading programme taught children word usage. Thirty‐eight students participated in the 9‐week programme of 30 supplemental small group sessions. Participants in the complex GPC group performed significantly better at post‐tests with generally large value‐added effect sizes (Cohen's d) at both by‐participant and by‐item for spelling, d = 1.85, d = 1.16; word recognition with words containing taught GPCs, d = 0.96, d = 0.95; word recognition, d = 0.79, d = 0.61, and reading motivation, d = 0.34, d = 0.56. These findings suggest that the simplicity principle aids in structuring maximally effective supplemental phonic interventions.     

Bridging Realty to Virtual Reality: Investigating gender effect and student engagement on learning through video game play in an elementary school classroom

The purpose of this study was to examine students' learning of simple machines, a fifth‐grade (ages 10–11) forces and motion unit, and student engagement using a teacher‐created Multiplayer Educational Gaming Application. This mixed‐method study collected pre‐test/post‐test results to determine student knowledge about simple machines. A survey ascertained the time spent using the computer for general purposes, and the time spent playing computer games as a function of gender. The pre‐test and post‐test design involved 74 students, 31 males and 43 females, who played the Dr. Friction Multiplayer Educational Gaming Application for several days in the middle of the unit. Results showed the females averaged using the computer more than their male counterparts and males played video games more than females. Analysis of covariance suggested no significant difference between the factor gender (p > .05) but statistically significant differences in gain scores (p = .001). Observations and qualitative focus groups suggested high student engagement and how video game technology can scaffold learning of simple machines.     

Mapping and explaining the gender gap in students’ second language proficiency across skills,countries and languages

This study discusses the generalizability of gender differences in the second language competences of European adolescents across three languages, three skills and fourteen countries. In most cases, females do better than males but the effect sizes are small or medium at best (Cohen's ds < −0.46). However, English appears rather gender-neutral on average, with males sometimes outperforming females. We also found evidence for cross-skill variation: writing turns out to be more prone to gender differences than listening or reading. Thirdly, we found cross-country variation in the gender gap, which supports the hypothesis that gender is primarily a social factor rather than a biological factor in learning. Multilevel mediation analyses with constituents of motivation indeed show that in most cases where females outperform males, up to 60% of this advantage can be explained by the differential appeal of the students' L2 course and by the instrumental, integrative and intrinsic value that students attribute to the L2.     

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.     

Reading and spelling gains following one year of Orton‐Gillingham intervention in Singaporean students with dyslexia

Despite the widespread use of Orton‐Gillingham (OG) based approaches to dyslexia remediation, empirical support documenting its effectiveness is lacking. Recently, Chia and Houghton demonstrated the effectiveness of the OG approach for remediation of dyslexia in Singapore. As a conceptual replication and extension of that research, we report results of 39 students with dyslexia aged between six and 14 years enrolled in an OG intervention programme over a period of one year in a single‐subject research (pre‐test/post‐test) design. Analyses of variance showed that students significantly improved in standardised tests of reading and spelling with moderate effect sizes (Cohen's d = 0.52–0.58). Additionally, an inverse relationship was found between students' ages when they began intervention and gains made during the intervention. Results thus indicate the effectiveness of an OG approach in remediating literacy difficulties in students with dyslexia and, taken together with previous studies, further suggest the importance of early identification and intervention.     

Talking to talkers: Infants' talk status,but not their gender,is related to language input

Prior research points to gender differences in some early language skills, but is inconclusive about the mechanisms at play, providing evidence that both infants' early input and productions may differ by gender. This study examined the linguistic input and early productions of 44 American English-learning infants (93% White) in a longitudinal sample of home recordings collected at 6–17 months (in 2014–2016). Girls produced more unique words than boys (Cohen's d = .67) and this effect grew with age, but there were no significant gender differences in language input (d = .22–.24). Instead, caregivers talked more to infants who had begun to talk (d = .93–.97), regardless of gender. Therefore, prior results highlighting gender-based input differences may have been due, at least partly, to this talking-to-talkers effect.     

GENDER DIFFERENCES IN ACHIEVEMENT IN A LARGE,NATIONALLY REPRESENTATIVE SAMPLE OF CHILDREN AND ADOLESCENTS

The purpose of this study was to investigate developmental gender differences in academic achievement areas, with the primary focus on writing, using the child and adolescent portion (ages 6–21 years) of the Kaufman Test of Educational Achievement—Second Edition, Brief Form, norming sample (N = 1,574). Path analytic models with gender, parent education, age, age², and gender‐by‐age moderation as predictors of reading, writing, and math were used to test for gender differences and for the influence of development on these differences. A small but consistent advantage was identified for females in reading. No gender differences were detected in math. The most important results of the present study pertain to a gender gap in writing in favor of females that increased as a function of age. Male students are at greater risk for writing failure than are females.     

Influence of a catalan peer tutoring programme on reading comprehension and self‐concept as a reader

This study relates to the results obtained in the development of reading comprehension (RC) and self‐concept as a reader in students who participated in Llegim en parella (Reading in pairs), a Catalan peer tutoring programme. The research combines a quasi‐experimental design with the use of comparison groups and pre‐tests/post‐tests for both variables; a qualitative approach is adopted by analysing the interactions in order to detect influencing factors. Statistically significant results were obtained for all students in terms of RC but only for student tutors in relation to reading self‐concept. The factors involved in the improvements identified in RC are: reading strategies, scaffolding in inferential and deep comprehension questions. Regarding self‐concept, the tutor's own role, his involvement with their tutees' progress, reading aloud and the metacognitive reflection processes, are all factors that enable us to explain the improvement in the tutor's reading self‐perception. The positive influence of peer tutoring on the development of reading competence through this programme is clearly evident.     

Factors influencing Filipino children’s solutions to addition and subtraction word problems

Young Filipino children are expected to solve mathematical word problems in English, which is not their mother tongue. Because of this, it is often assumed that Filipino children have difficulties in solving problems because they cannot read or comprehend what they have read. This study tested this assumption by determining whether presenting word problems in Filipino or reading them aloud to children in either language facilitated solution accuracy. Contrary to the initial hypothesis, reading word problems aloud did not seem to improve student performance (p > 0.10). In contrast, presenting word problems in Filipino significantly improved solution accuracy (p < 0.0001) and led to differences in error patterns – children were less likely to use an inappropriate arithmetic operation when problems were presented in Filipino. However, the language of the problem had minimal effects on the more difficult Compare problem type. Finally, the benefits of using Filipino were more pronounced for low‐achieving students who may have lower proficiency in English than their high‐achieving peers (p < 0.01).     

Using the Attribute Hierarchy Method to Make Diagnostic Inferences about Examinees’ Cognitive Skills in Critical Reading

The purpose of this study is to apply the attribute hierarchy method (AHM) to a subset of SAT critical reading items and illustrate how the method can be used to promote cognitive diagnostic inferences. The AHM is a psychometric procedure for classifying examinees’ test item responses into a set of attribute mastery patterns associated with different components from a cognitive model. The study was conducted in two steps. In step 1, three cognitive models were developed by reviewing selected literature in reading comprehension as well as research related to SAT Critical Reading. Then, the cognitive models were validated by having a sample of students think aloud as they solved each item. In step 2, psychometric analyses were conducted on the SAT critical reading cognitive models by evaluating the model‐data fit between the expected and observed response patterns produced from two random samples of 2,000 examinees who wrote the items. The model that provided best data‐model fit was then used to calculate attribute probabilities for 15 examinees to illustrate our diagnostic testing procedure.     

Effects of single‐case reading interventions for students with and at‐risk of emotional and behavioral disorders in grades K–12: A quantitative synthesis

This study examined the effects of reading interventions from single‐case design studies for students with and at‐risk of emotional and behavioral disorders in grades K–12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students’ reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau‐U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student–teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed.     

Creating a Progress‐Monitoring System in Reading for Middle‐School Students: Tracking Progress Toward Meeting High‐Stakes Standards

In this study, we examined the reliability and validity of curriculum‐based measures (CBM) in reading for indexing the performance of secondary‐school students. Participants were 236 eighth‐grade students (134 females and 102 males) in the classrooms of 17 English teachers. Students completed 1‐, 2‐, and 3‐minute reading aloud and 2‐, 3‐, and 4‐minute maze selection tasks. The relation between performance on the CBMs and the state reading test were examined. Results revealed that both reading aloud and maze selection were reliable and valid predictors of performance on the state standards tests, with validity coefficients above .70. An exploratory follow‐up study was conducted in which the growth curves produced by the reading‐aloud and maze‐selection measures were compared for a subset of 31 students from the original study. For these 31 students, maze selection reflected change over time whereas reading aloud did not. This pattern of results was found for both lower‐ and higher‐performing students. Results suggest that it is important to consider both performance and progress when examining the technical adequacy of CBMs. Implications for the use of measures with secondary‐level students for progress monitoring are discussed.     

The importance of word and world knowledge for the successful strategic processing of multiple texts online

This article is based on part of a case study looking into how sixth form students search for goal related information online for an open‐ended task. Qualitative data was gathered through think‐aloud protocols; analysis was informed by Afflerbach and Cho's ( 2009 ) Hypertext reading strategies. From the perspective of multiple documents literacy and the Documents Model of reading comprehension, this case study suggests that language competence and general knowledge play a significant role in the successful construction of meaning from multiple texts in an online environment.     

Benefiting from Multiple‐Choice Exams: The positive impact of answer switching

The extent and benefit of answer switching when completing multiple‐choice exams was investigated in an undergraduate course (n = 1,152) and a postgraduate course (n = 1,624). Answer switching was identified in 1.7% and 2.4% of cases, respectively. In both samples, more than half the participants changed at least one answer and, of these, approximately 50% increased their test score and 25% decreased their test score. Significant gender differences were not found, but males were less likely to switch. Multivariate analysis indicated no significant differences in answer switching behaviour between Australian and international students. Univariate tests, however, suggested that international students made more right to wrong (p <.05) and wrong to wrong (p < .02) switches. The results also suggested that better students were more likely to switch from a wrong to a right answer, and to make significantly fewer right to wrong (p < .001) switches.     

Impact of rapid reading skills training on reading rate and reading achievement among primary school students in China

Abstract

The current study examined the effects of a silent rapid reading skills training intervention on the reading rate and reading achievement of primary school students in China in order to determine the efficacy of the intervention and explore potential gender differences. A total of 108 Chinese primary school students were randomly assigned by the classroom to either an experimental (n = 54) or control (n = 54) condition. Students in the experimental group completed 12 sessions of rapid reading skills training designed to increase their ability to rapidly read Chinese text in silence. Students in the control group engaged in regular Chinese language curriculum for the same time period. After the three-week intervention period, students in the experimental group displayed significantly greater silent reading speed of Chinese characters (M?=?1331.26 characters per minute) compared to students in the control group (M?=?617.48 characters per minute; p?<?.001). Children in the intervention group also displayed a significantly greater effective reading rate (F = 87.11, p?<?.001, partial η²?=?0.46) at post-test compared to the control. Male students displayed greater increases in reading speed than female students. Neither intervention effect nor gender difference was evident for reading comprehension. Implications for educational interventions designed to increase silent reading speed among Chinese students are discussed.     

Findings From a Multiyear Scale-Up Effectiveness Trial of Open Court Reading

This multiyear scale-up effectiveness study of Open Court Reading (OCR) involved approximately 4,500 students and more than 1,000 teachers per year in Grades K–5 from 49 elementary schools in seven districts across the country. Using a school-level cluster randomized trial design, we assessed the implementation and effectiveness of Open Court Reading over two years. Implementation study results demonstrated adequate to high levels of fidelity across the treatment schools. Intent-to-treat analyses revealed no statistically significant main effects on students’ reading performance in Year 1 and a small negative effect (d = – .09) in Year 2. There were positive impacts for particular subgroups, including kindergarten (d = .12) and Hispanic (d = .10) students in the first year. However, there were negative impacts for first grade (d = –.13), females (d = –.11), students who were not eligible for free or reduced-price lunch (d = –.19), and non-English language learners (d = –.10) in the second year of the study. Thus, relative to the “business-as-usual” reading curricula, no positive overall impacts of OCR and mixed impacts for student subgroups were found.     

Reading‐Specific Flexibility Moderates the Relation Between Reading Strategy Use and Reading Comprehension During the Elementary Years

The goal was to test whether cognitive flexibility moderates the relation between reading strategy use and reading comprehension during the elementary years. Seventy‐five second‐ through fifth‐grade students completed a think aloud task and a metacognitive questionnaire to measure reading strategies, two card‐sorting tasks to measure general and reading‐specific cognitive flexibility, and one standardized measure of reading comprehension, as well as measures of oral reading fluency and vocabulary. As expected, oral reading fluency and vocabulary predicted reading comprehension, as did reading‐specific flexibility. Importantly, reading‐specific flexibility had a significant moderating effect, over and above the other effects. Specifically, weak reading‐specific flexibility skills were associated with a negative relation between reading strategy use during think aloud and reading comprehension, suggesting that children with weak flexibility skills are less adept at using reading strategies effectively.