Simple but complex: components of the simple view of reading across grade levels

The purpose of this study was to examine the simple view of reading (SVR) and contributions of verbal proficiency and reading fluency to reading comprehension for fourth‐, seventh‐ and ninth‐grade readers (N=271). The SVR explained a significant proportion of variance in reading comprehension for all grades with decreasing explained variance in higher grades. The variance explained by decoding decreased from fourth grade to higher grades. The variance explained by listening comprehension increased from fourth‐ to seventh‐grade, but did not change from seventh‐ to ninth‐grade. In all grades, verbal proficiency and reading fluency contributed substantial additional variance to reading comprehension beyond the SVR. Changes in the predictive relation between listening and reading comprehension and factors influencing reading comprehension in each grade are discussed.     

The Impact of Pretrial Publicity on “Eye for an Eye” Retributivist Support and Malicious Perceptions of Criminal Offenders

This study explores the associative influence of pretrial publicity on (a) an individual’s perceptions of a criminal offender as malicious and (b) an individual’s judgment of the criminal offender’s punishment for the crime. Expanding on the uses of agenda-setting and framing theories, this research indicates that attention to pretrial news media about a specific criminal is significantly associated with negative judgments of a criminal offender. The criminal offender in the Colorado theater shooting case, James Holmes, was the criminal offender used in this study. Results from a national survey (N = 236) indicated that pretrial publicity significantly influenced participants’ perceptions of James Holmes as malicious and resulted in increased retributivist support (i.e., views of the offender deserving a harsher punishment). Mediation scenarios were also detected, whereas pretrial publicity exposure mediated the relationship between case interest and judgments of James Holmes as malicious and deserving retributivist punishment.     

Speed-Discussion: Engaging students in class discussions

Courses: Communication Criticism, Rhetorical Criticism, Family and Communication, Gender and Communication, Popular Communication, and theory-based courses

Objectives: This activity engages students in dynamic, supportive, social discussion groups; helps them to identify and review the central ideas from the reading; and creates a record of their ideas that they can draw upon in later discussions. By the end of the activity, students should be able to (1) provide their own examples for difficult communication concepts, (2) work effectively with their peers, (3) understand a given case-study from a variety of perspectives, and (4) be prepared to contribute to a whole class discussion regarding sensitive, complex, and/or theoretical communication topics. Speed-Discussion is not a graded activity but rather a fun, low-risk, discussion activity that primes the pump for a dynamic, discussion-based class experience.     

Optimizing how we teach research methods

Courses: Research Methods (undergraduate or graduate level)

Objective: The aim of this exercise is to optimize the ability for students to integrate an understanding of various methodologies across research paradigms within a 15-week semester, including a review of procedural steps and experiential learning activities to practice each method, a criteria for understanding how to consume primary research, and a recognition of how the methodological techniques can be used in the classroom and in professional settings.     

Spectrum of Teaching Styles Retrospective 2012

The Spectrum of Teaching Styles was introduced by Dr. Muska Mosston in his 1966 book Teaching Physical Education. In this essay the development of the Spectrum is briefly recounted and five refinements made since 1966 are reviewed. In closing, the authors reflect on the influence of critiques from scholars in the field on the development of the Spectrum and Spectrum research.     

Differences in Child Care Quality for Children With and Without Disabilities

Research Findings: Federal, state, and local agencies legislate and support inclusive settings for the education of young children with disabilities. Recommended practices outline critical elements for meeting the educational and developmental needs of children with and without disabilities in inclusive settings, and minimal and essential quality characteristics have been articulated. Research has suggested that inclusive and non-inclusive settings may offer different levels of care as measured against best practices and essential quality characteristics. Therefore, the purpose of the current study was to examine program quality in inclusive and non-inclusive preschool classrooms using observational, interview, and survey data. Results showed that inclusive classrooms earned higher scores on an observational measure of global quality and higher scores on an observational measure of language and literacy. Results also suggested that teachers with higher levels of education tend to have classrooms of higher quality. Practice or Policy: Implications for future research and practice are discussed.     

Does the Dynamic Indicators of Basic Early Literacy Skills Next Assessment Take a “Simple View” of Reading?

This study involved examination of the validity evidence of the Dynamic Indicators of Basic Early Literacy Skills–Next Edition (DIBELS Next) for a sample of 85 third- and fifth-grade students, in reference to the “simple view” of reading. Tests administered included DIBELS Next, Peabody Picture Vocabulary Test–IV (PPVT–IV), Group Reading Assessment and Diagnostic Evaluation (GRADE), and the New York State English Language Arts (NYSELA) test. DIBELS Next Oral Reading Fluency (ORF) and Daze scores were significantly correlated with GRADE and NYSELA scores. Daze scores also explained significant variance in GRADE scores beyond ORF only at third grade and not NYSELA scores at either grade. PPVT–IV scores explained significant variance in GRADE scores beyond ORF at both grades but only NYSELA at third grade. GRADE Vocabulary explained variance in both measures of comprehension and at both grade levels. Research and educational implications of these findings are discussed.