Benefits of multisensory structured language instruction for at-risk foreign language learners: A comparison study of high school Spanish students

In this study, the benefits of multisensory structured language (MSL) instruction in Spanish were examined. Participants were students in high-school-level Spanish attending girls’ preparatory schools. Of the 55 participants, 39 qualified as at-risk for foreign language learning difficulties and 16 were deemed not-at-risk. The at-risk students were assigned to one of three conditions: (1) MSL—multisensory Spanish instruction in self-contained classrooms (n=14); (2) SC—traditional Spanish instruction provided in self-contained classrooms (n=11); and (3) NSC—traditional Spanish instruction in regular (not self-contained) Spanish classes (n=14). Not-at-risk students (n=16) received traditional Spanish instruction in regular classes similar to the instruction provided to the NSC group. All three at-risk groups made significant gains over time on some native language skills regardless of teaching method. The MSL group also made significant gains on a foreign language aptitude measure. The MSL group and the not-at-risk group made greater gains than the two other at-risk groups on foreign language aptitude and native language measures of reading comprehension, word recognition, and pseudoword reading. Although most at-risk learners achieved an “expected” level of foreign language proficiency after two years of instruction, significant group differences were found. On measures of oral and written foreign language proficiency, the MSL and not-at-risk groups scored significantly higher than the at-risk groups instructed using traditional methods. After two years of Spanish instruction, no differences in foreign language proficiency were found between the MSL group and the not-at-risk group.     

Scientific explanations and piagetian operational levels

Explaining natural phenomena is an important goal in science teaching. A logical analysis reveals that causal explanations exhibit formal operational structures in that they consist of implication statements chained together through transitive reasoning. It was hypothesized in the present study that individuals who do not reason formally will have difficulty in learning explanations presented in instruction. To test this hypothesis, the effect of levels of operational thought on the explanations which ninth-grade (n = 26) and college (n = 40) physical science students reconstructed after instruction was investigated. Subjects in the study were classified through Piagetian tests as concrete or formal operational. Both concrete and formal subjects were successful in recalling explanations requiring the chaining of two implication statements. Formal operational subjects performed significantly better than concrete operational subjects in three of the four tests of the reconstruction of complex explanations requiring the chaining of six implication statements. In teaching complex causal explanations to students at the concrete operational level, it is suggested that teachers be prepared to furnish some external structuring which the students can rely on in logically relating the various propositions of the explanation to one another.     

Building an organized knowledge base: Concept mapping and achievement in secondary school physics

Direct teaching of problem-solving methods to high school physics students met with little success. Expert problem solving depended upon an organized knowledge base. Concept mapping was found to be a key to organizing an effective knowledge base. The investigation of the effect of the degree of concept mapping on achievement was the purpose of this study. Six intact high school physics classes, taught by this investigator, took part in the study. Two classes were control groups and received standard instruction. Four classes received six weeks of concept-mapping instruction prior to the unit under study. Two of these four classes were the low-level treatment group and were required to submit concept maps at the conclusion of the instruction. The other two classes were the high-level treatment group and were required to submit concept maps at the beginning and at the conclusion of the unit under study. One class from each treatment group took a pretest prior to instruction. An analysis of the posttest results revealed no pretest sensitization. A one-way analysis of covariance indicated a significant main effect for the treatment level at the p < 0.05 level. A pair of single-df comparisons of the adjusted treatment means resulted in significant differences (p < 0.05) between the control group and the average of the treatment means as well as between the two experimental groups. It can be concluded that for this sample (upper-middle-class high school physics students) mapping concepts prior to, during, and subsequent to instruction led to greater achievement as measured by posttest scores.     

Analysing teachers' operations when teaching students: what constitutes scientific theories?

ABSTRACT

The aim of the study is to analyse teachers’ efforts to develop secondary school students’ knowledge and argumentation skills of what constitutes scientific theories. The analysis is based on Leontiev’s three-level structure of activity (activity, action, and operation), as these levels correspond to the questions why, what, and how content is taught. The unit of analysis was a school development project in science education, where design-based interventions were conducted. Data comprised notes and minutes from eight meetings, plans, and video recordings of the lessons, and a written teacher evaluation. The teachers’ (n = 7) learning actions were analysed to identify (a) concept formation in science education, (b) expressions of agency, (c) discursive manifestations of contradictions, and (d) patterns of interaction during the science interventions. Three lessons on what constitutes scientific theories were implemented in three different student groups (n = 24, 23, 24), framed by planning and evaluation meetings for each lesson. The results describe (1) the ways in which teachers became more skilled at ensuring instruction met their students’ needs and (2) the ways in which teachers’ operations during instruction changed as a result of their developed knowledge of how to express the content based on theoretical assumptions.     

A comparison of curricular effects on the integration of arithmetic and algebraic schemata in pre-algebra students

This research examines students’ ability to integrate algebraic variables with arithmetic operations and symbols as a result of the type of instruction they received, and places their work on scales that illustrate its location on the continuum from arithmetic to algebraic reasoning. It presents data from pre and post instruction clinical interviews administered to a sample of middle school students experiencing their first exposure to formal pre-algebra. Roughly half of the sample (n = 15) was taught with a standards-based curriculum emphasizing representation skills, while a comparable group (n = 12) of students received traditional instruction. Analysis of the pre and post interviews indicated that participants receiving a standards-based curriculum demonstrated more frequent and sophisticated usage of variables when writing equations to model word problems of varying complexity. This advantage was attenuated on problems that provided more representational support in which a diagram with a variable was presented with the request that an expression be written to represent the perimeter and area. Differences in strategies used by the two groups suggest that the traditional curriculum encouraged students to continue using arithmetic conventions, such as focusing on finding specific values, when asked to model relations with algebraic notation.

Teaching High School Biology Students to Coordinate Text and Diagrams: Relations with Transfer,Effort, and Spatial Skill

There is growing evidence that targeted instruction can improve diagram comprehension, yet one of the skills identified in the diagram comprehension literature—coordinating multiple representations—has rarely been directly taught to students and tested as a classroom intervention. We created a Coordinating Multiple Representation (CMR) intervention that was an addition to an intervention focused on Conventions of Diagrams (COD) and tested their joint effects on diagram comprehension for near transfer (uninstructed biology diagrams), far transfer (uninstructed geology diagrams), and content learning (biology knowledge). The comparison group received instruction using a previously validated intervention that focused exclusively on COD. Participants were 9th–10th grade biology students (N?=?158 from two schools), whose classes were randomly assigned to COD alone or COD?+?CMR conditions and studied with a pretest–posttest experimental design. Both groups showed significant growth in biology knowledge (d?=?.30–.53, for COD and COD?+?CMR, respectively) and biology diagram comprehension (d?=?.28–.57). Neither group showed far transfer. Analyses of student work products during the interventions suggest that gains were not simply due to the passage of time, because student effort was correlated with gains in both treatment groups. Directions for improving future CMR interventions are discussed.     

Teachers' Knowledge of Literacy Concepts,Classroom Practices,and Student Reading Growth

We examined the relations of teacher knowledge (n = 42 first-grade teachers), explicit decoding instruction provided, and students' (n = 437) word-reading gains. Results revealed an interaction between teacher knowledge and observed decoding instruction: For students of more knowledgeable teachers, more time in explicit instruction predicted stronger word-reading gains. For students of less knowledgeable teachers, more time in explicit instruction was associated with weaker skill gains. Findings highlight the importance of teachers' specialized body of knowledge about reading as it informs effective instruction.     

Examining interactive whiteboard-based instruction on the academic self-efficacy,academic press and achievement of college students*

Abstract

The study reported here examined college students’ academic self-efficacy, ‘academic press’ and learning achievement, as well as the association between these three variables within learning contexts using interactive whiteboard-based instruction. A quasi-experimental study was conducted using a sample (n = 103) of first-year college students in China. Participants were taught English by either an interactive whiteboard-based or traditional lecture-based instructional approach for three months. The results showed that the interactive whiteboard-based instructional intervention cultivated higher levels of academic press and academic self-efficacy among students and a significant, positive correlation was identified between these two variables. Students’ learning achievement was not affected by the instructional intervention. These results indicate that interactive whiteboard-based instruction offers some distinct benefits. In future work, additional research is needed to clarify how the instructional model relates to understanding learning achievement.     

The spelling of final letter patterns: A comparison of instruction at the level of the phoneme and the rime

Two groups of first graders (n=63) participated in a brief 10-day intervention study in which they were instructed in the spelling of five final letter patterns in monosyllabic words. Apart from the final letter pattern sh, the other four patterns (nk, ke, sk, and ck) incorporated the phoneme /k/. One group received phoneme-based instruction that emphasized the direct relation between final speech sounds and their spelling patterns, whereas the second group received linguistically implicit instruction that focused solely on the spelling of the rime. The group receiving phoneme instruction (PI) improved accuracy of final pattern spelling as well as speed of word reading over the group receiving rime instruction (RI). The representation of one sound with the digraphs sh or ck did not confuse first graders as much as the discrimination and representation of two sounds with the blends sk and nk, or spelling of /k/ with ke when preceded by a long or tense vowel. The results suggest that the difficulty for beginning spelling does not necessarily lie in the letter pattern but in the sound sequence that is represented by letters. The results seem to support phoneme-based spelling instruction.     

Links between early oral narrative and decoding skills and later reading in a New Zealand sample*

Abstract

We examined earlier oral narrative and decoding and later reading in two samples spanning the first four years of reading instruction. The Year 1 sample (n = 44) was initially assessed after one year of instruction (M = 6; 1 years) and followed through their third year (M = 8; 1 years); the Year 2 sample (n = 34) assessed after two years of instruction (M = 7; 0 years) and followed to their fourth year (M = 9; 0 years). Oral narrative and decoding were assessed initially, oral reading, retell, and maze fluency, plus reading age, obtained at outcome. For the Year 2 sample, oral narrative and decoding contributed to oral reading and comprehension two years later. For the Year 1 sample, decoding contributed to most reading outcomes, with narrative quality uniquely predicting Year 3 retell fluency. Post-hoc exploratory analyses suggest story memory indirectly contributed to Year 3 reading via Year 2 retell.     

Introducing grapheme-phoneme correspondences (GPCs): exploring rate and complexity in phonics instruction for kindergarteners with limited literacy skills

Two experiments explored rates for introducing grapheme-phoneme correspondences (GPCs) and the types of correspondences taught for optimal alphabet and early literacy skills learning. In both studies, children entered with minimal alphabet knowledge and were randomly assigned within classrooms to one of two treatments delivered individually over 5 weeks. In Study 1, children grades K-1 were assigned to instruction in a set of either 10 (Slow rate, n?=?33) or 15 (Fast rate, n?=?32) single- and two-letter GPCs. Study 1 findings indicated that children who learned five added GPCs did not reduce learning of the common set of 10 learned GPCs for any measure (including letter names, sounds, letter sound writing, word reading, and spelling), and learning favored Fast items over Slow for letter sounds, letter sound writing, and word reading (median d?=?0.30). In Study 2, kindergarteners were assigned to instruction in either single letters only (Single, n?=?30) or mixed-size GPCs (Mixed, n?=?31). Instruction included application of GPCs to decoding and spelling. Results showed that kindergarteners in the Mixed condition made significantly greater gains learning the four two-letter GPCs across measures (median d?=?0.86), and no significant differences between groups on measures of the 11 one-letter GPCs common to both conditions. Findings add precision to understanding how rate and order of introducing GPCs influence children’s initial alphabet learning. Further study of empirically validated methods of alphabet instruction may benefit in particular those children most at risk for acquiring this foundational knowledge.

     

Preschool Teachers' Sense of Community,Instructional Quality,and Children's Language and Literacy Gains

Research Findings: This study investigated relations among preschool teachers' (n = 75) sense of community, classroom language and literacy instructional quality, and children's (n = 398) gains in vocabulary and print concept knowledge during an academic year. Hierarchical linear modeling (HLM) results indicated that teachers' language and literacy instructional quality significantly predicted children's gains in print concept knowledge. Also, HLM results revealed significant interactions among teachers' sense of community, language and literacy instructional quality, and vocabulary and print concept knowledge gains. Higher levels of teachers' sense of community were associated with greater gains in children's vocabulary and print concept knowledge when children were in classrooms with higher quality language and literacy instruction. Practice or Policy: Findings underscore the importance of evaluating both language and literacy instructional quality and teachers' sense of community when considering high-quality preschool education.     

Code-oriented instruction for kindergarten students at risk for reading difficulties: a replication and comparison of instructional groupings

The purposes of this study were to replicate previous research on phonics-based tutoring in kindergarten and to compare treatment effects for students who received individual instruction compared to instruction in dyads. Thirty classroom teachers from 13 urban elementary schools referred at-risk students for participation. Students who met screening criteria were quasi-randomly assigned, within classroom, to one of three conditions: individual tutoring (n = 22), tutoring in dyads (n = 32), or no tutoring (n = 22, classroom instruction only). Twenty-one paraeducators provided 18 weeks of explicit instruction in phonemic skills and the alphabetic code to students during the latter half of kindergarten. Multilevel model results showed that tutored students outperformed non-tutored controls on posttest measures of phonological awareness, word reading accuracy, oral reading fluency, spelling, and comprehension. However, no significant differences were found between the two tutored groups on any measure, suggesting that code-oriented tutoring for pairs of students is a viable alternative to the gold standard of individual instruction.     

From reading strategy instruction to student reading achievement: The mediating role of student motivational factors

This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self‐concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self‐concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement.     

Preferences for Various Learning Environments: Teachers' and Parents' Perceptions

In the last ten years, a number of innovations, mainly inspired by constructivist notions of learning, have been introduced at various levels of the Dutch educational system. However, constructivist learning environments are rarely implemented. Teachers tend to stick to expository and structured learning environments. This consistent finding requires research in order to gain insight into teachers' preferences for learning environments and to determine the factors that support and impede the realization of these learning environments. Regarding the influence of social backgrounds on student learning, is it also important to take stock of parental views on learning environments.This study is focused on teachers' preferences for learning environments, their reported teaching behavior, and how these match with parents' preferences. Three parallel questionnaires were developed for teachers (n = 285), students (n = 951), and parents (n = 636) to measure preferences and behavior at different levels of education, for three types of learning environments: direct instruction; discovery learning; and authentic pedagogy. The results show that teachers often prefer direct instruction, and seldom promote discovery learning. While teachers sometimes realize authentic pedagogy, constructive learning tasks are seldom used. Teachers' reported practice and parents' preferences for their children appear to correspond reasonably.Results of multiple regression analyses show that the use of the three types of learning environments yield different predictors. For the use of discovery learning and authentic pedagogy, confidence in students' regulative skills is an important predictor. In predicting the use of direct instruction, the teacher's own conception of learning turns out to be an important predictor.     

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.     

The ability of children to generalize selected science concepts

The study investigated the ability of primary and elementary school subjects to generalize two science concepts, Insect and Animal with and without instruction in the form of a mental set. It also examined the effects of age, IQ, and sex on the ability of the children to generalize these concepts. Two instruments measuring the ability to generalize the concepts Insect and Animal were developed. The results indicate that of the independent variables investigated, age and mental set significantly affected the ability to generalize the concepts Insect and Animal. It was found that the younger children's concepts were least developed and with age these concepts became more developed and more conceptual in nature. The ability to use information given in a mental set was found to be a function of age. The children in this study were more able to generalize the concept Insect than the concept Animal. The results suggest that children with age and instruction axe better able to master less general concepts than more geaeral ones. In addition, the study demonstrated that children are able to improve their learning of general concepts provided a great number and variety of instances and noninstances of the concept are used in the instruction. It was also found that the younger children were more perceptually bound than the older children. The younger children were unable to overcome the pull of perceptual attractiveness that the noninstances held for them despite instruction. The results suggest that teachers of such children should be aware of the conceptual level of the content being taught to such children to ensure appropriate and meaningful learning takes place.     

Concept map structure,gender and teaching methods: an investigation of students' science learning

Background: This study deals with the application of concept mapping to the teaching and learning of a science topic with secondary school students in Germany.

Purpose: The main research questions were: (1) Do different teaching approaches affect concept map structure or students' learning success? (2) Is the structure of concept maps influenced by gender? (3) Is the concept map structure a reliable indicator of students' learning success?

Sample: One hundred and forty-nine high-achieving 5th-grade students from four German secondary schools participated in the study. The average age of participants was 10½ years. Gender distribution was balanced. Students produced concept maps working in small, single-sex groups.

Design and methods: There were two teaching approaches used: one based upon teacher-centred instruction and one consisting of student-centred learning. Both were followed by a concept-mapping phase. Student groups experienced either one or the other teaching approach. Concept map structures were analysed using of the method of Kinchin, Hay and Adams. We defined three different possible types of concept map structure: spokes, chains and nets. Furthermore, for assessing a student's short- and longer-term learning success, we constructed a multiple-choice knowledge test applied in a pre-, post-, retention-test design. Parametric tests, such as MANOVA, one-way ANOVA and t-tests were used to identify any differences in gender, teaching approach, number of nets per concept map and their interactions.

Results: Type of teaching approach had an effect on concept map structure but not on students' longer-term learning success. Students of the teacher-centred approach produced more net structures than those students who participated in the hands-on instruction. Subsequent analyses showed in total more net structures for female groups. The interaction of gender and number of nets per concept map showed a significant effect on students' longer-term learning success.

Conclusion: The study suggests that Kinchin's classification scheme for assessing concept map quality may be a good indicator of students' learning success when applied in combination with a knowledge test.