How Can We Improve the Accuracy of Screening Instruments?

Screening for early reading problems is a critical step in early intervention and prevention of later reading difficulties. Evaluative frameworks for determining the utility of a screening process are presented in the literature but have not been applied to many screening measures currently in use in numerous schools across the nation. In this study, the accuracy of several Dynamic Indicators of Basic Early Literacy Skills (DIBELS) subtests in predicting which students were at risk for reading failure in first grade was examined in a sample of 12,055 students in Florida. Findings indicate that the DIBELS Nonsense Word Fluency, Initial Sound Fluency, and Phoneme Segmentation Fluency measures show poor diagnostic utility in predicting end of Grade 1 reading performance. DIBELS Oral Reading Fluency in fall of Grade 1 had higher classification accuracy than other DIBELS measures, but when compared to the classification accuracy obtained by assuming that no student had a disability, suggests the need to reevaluate the use of classification accuracy as a way to evaluate screening measures without discussion of base rates. Additionally, when cut scores on the screening tools were set to capture 90 percent of all students at risk for reading problems, a high number of false positives were identified. Finally, different cut scores were needed for different subgroups, such as English Language Learners. Implications for research and practice are discussed.     

The Student Cheater

There is conflicting evidence on the effect of seat location on student performance and participation in the classroom. The two major hypotheses are (1) that seat location influences student behavior and (2) that seat preference and selection is associated with personality traits of students. This study evaluated both hypotheses within a 55 student senior nutritional biochemistry class. Alternating every other seat, half of the class was randomly assigned a permanent seat while the other half was randomly reassigned a different seat each class period. Students sitting in the front of the classroom in the stay group made significantly more comments per student per day than stay group students in the back, in agreement with other studies. The move group, however, showed increased overall participation with no significant difference between the front and back of the classroom. Findings suggest a more flexible explanation—that students may adopt or reject an implied social role in which seat location and personality traits are influential factors.     

Social Network Structures among Groundnut Farmers

Abstract

Purpose: Groundnut farmers in East Africa have experienced declines in production despite research and extension efforts to increase productivity. This study examined how social network structures related to acquisition of information about new seed varieties and productivity among groundnut farmers in Uganda and Kenya.

Design/methodology/approach: Data came from face-to-face interviews with a sample of 491 farmers randomly selected from a larger frame purposefully selected to represent farmers who had worked with researchers and farmers who had not, and to represent both male and female farmers. We used social network analysis to visualize and interpret patterns of farmers' networks with regard to information sources, productivity supports and local group affiliations.

Findings: Ugandan farmers primarily used weak ties with researchers and extension agents as sources of information. In contrast, Kenyan farmers used strong ties with close associates. For farmers in both countries weak ties were least associated with productivity. Strong ties, natural factors and farmers' own experience with new varieties were most associated with productivity. The majority of farmers had ties to local groups to strategically pool risks and access available resources.

Practical implications: Visualizing farmers' social networks enables policy-makers and change agents to identify relevant social relationships that could be utilized strategically to increase the capacities of poor farming communities.

Originality/value: The study demonstrates that important differences in social network structures can exist among farmers in similar geographic regions producing similar crops.     

Parenting While Being Homeless

This article explores the dynamics of parenting while being in a homeless context. The mosaic of stressors involved in this homeless parenting process are explicated and discussed. In addition, resources and strategies that may support parenting are presented and discussed.     

K-12 online lesson alignment to the principles of Universal Design for Learning: the Khan Academy

The field of K-12 education is being transformed, with an influx of students, including those with identified disabilities, engaging in blended and fully online learning. While online learning shows promise for students with disabilities through flexible content and personalised instruction, concerns regarding accessibility and appropriateness of online learning for this population still exist. In order to examine this concern, researchers developed and used a Universal Design for Learning (UDL) Scan Tool to measure lesson content and alignment with UDL principles, guidelines and checkpoints. Four hundred and seventy-eight math, science and world history Khan Academy lessons were randomly selected and evaluated for this study. The paper highlights the results of the study, in terms of the lessons’ alignment with UDL principles and guidelines, as well as a discussion on limitations and future research.     

Laboratory and research

Representative American Speeches, 1941–1942. Selected by A. Craig Baird. New York: The H. W. Wilson Co., 1942; pp. 297. $1.25.

Principles of Effective Speaking. By William Phillips Sandford and Willard Hayes Yeager. Fourth edition. New York: The Ronald Press Company, 1942; pp. xii + 580. $2.75.

Studies in Honor of Frederick W. Shipley (Washington University Studies: Language and Literature: No. 14). By His Colleagues. St. Louis: Washington University, 1942; xi + 314 pp.

The Story of the Eight‐Year Study. By Wilford M. Aikin. New York: Harper and Brothers, 1942; pp. 157. $1.75.

Here's How, a Guide to Economy in Stagecraft. By Herbert V. Hake. Illustrated by the author. Evanston: Row, Peterson &; Co.; pp. 108. $2.00.

Speech Abstracts, vol. II. Mimeographed. Compiled by Clyde W. Dow. $1.00.

The “Eight Points”; of Post‐War World Reorganization. Compiled by Julia E. Johnsen. New York: The H. W. Wilson Co., 1942; pp. 126. $.90.

The Practice of Speech Correction in the Medical Clinic. By Mary Wehe Huber. Together with Speech Correction from a Dental Viewpoint by A. E. Kopp. Boston: The Expression Company, 1942; pp. 72. $1.75.

Speech Training for the Deaf Child. By Sylvian M. Martin. London: George Allen and Unwin Ltd.; New York: W. W. Norton and Company, Inc., Distributors, 1941; pp. 114. $1.00.

Training the Speaking Voice. By Virgil A. Anderson. New York: Oxford University Press, 1942; pp. xx, 387.

Terminology and Definitions of Speech Defects. By Mardel Ogilvie. New York: Teachers College, Columbia University Contributions to Education, No. 859, 1942; pp. 300. $3.25.

Wartime Censorship of Press and Radio. Compiled by Robert E. Summers. New York: H. W. Wilson Company, 1942; pp. 297. $1.25.

Permanent Price Control Policy. Compiled by Julia E. Johnsen. New York: H. W. Wilson Company, 1942; pp. 113. $1.25.

Plans for a Post‐War World. Compiled by Julia E. Johnsen. New York: H. W. Wilson Company, 1942; pp. 238. $1.25.

Webster's Dictionary of Synonyms. Springfield: G. &; C. Merriam Co., 1943; pp. 908. $3.50 (with thumb index, $4.00).

The Extempore Speech. By Earl W. Wells and Paul X. Knoll. New York: The Ronald Press Company, 1942; pp. 362. $3.50.

Essentials of Parliamentary Procedure. By J. Jeffery Auer. New York: F. S. Crofts &; Co., 1942; pp. 41. $.45.

Poems of Fun and Fancy. By Edith Martha Deplitch. Boston: Expression Company, 1942; pp. 75. $1.25.

American Speech. By Wilhelmina G. Hedde and William Norwood Brigance. Philadelphia: J. B. Lippincott Company, 1942; pp. xi + 596. $1.80.

Rehearsal. By Miriam A. Franklin. New York: Prentice‐Hall, Inc., 1942; pp. 447. $4.00.

The Psychology of Persuasive Speech. By Robert T. Oliver. New York: Longmans, Green and Company, 1942; pp. 389. $2.75.

The Speech Teacher and Competition. By Roy Bedichek and F. L. Winship. Austin: The University of Texas Publication, 1941; pp. 131. 25 cents.

Poems for Playtime. By Carrie Rasmussen. Boston: Expression Company, 1942; pp. 93. $1,25.

University Debaters’ Annual, 1941–42. Edited by Edith M. Phelps. New York: The H. W. Wilson Company, 1942; pp. 459. $2.25.

Leadership Through Speech. By Joseph G. Brin. New York: Harbinger House, 1942; pp. 140. $2.00.     

Response to Intervention: Following Three Reading Recovery Children on Their Individual Paths to Becoming Literate

Research Findings: In the United States a shift has occurred in how children are identified for long-term special education services. Since 2004, U.S. funding for special education services has included a provision for early intervention services, focusing on the importance of providing supplemental instructional opportunities to students who are not successful in learning from the core classroom instruction. Commonly referred to as response to intervention, this model involves educators monitoring how well students respond to intervention instruction, with referral for special education services for those who make little progress. Practice or Policy: In this article, we propose that intervention instruction should be responsive to the learner as well as focus on how well the learner responds to the intervention. Given that contextual circumstances, including instructional experiences, impact the child's literacy achievement, providing intervention instruction that is contingent upon each child's literacy strengths and needs is the best way to ensure each child's successful response to intervention instruction. As an example of an intervention using responsive instruction, this article describes different instructional approaches provided by Reading Recovery teachers with 3 children who were initially the lowest readers and writers in their classes. All 3 children were able to progress to on-grade-level reading and writing proficiency as a result of the intervention.