A comparative analysis of cognitive profiles: Monozygotic and dizygotic reading-disabled twins

Previous twin studies have provided evidence for genetic influences on reading disability (RD) or normal reading ability. The existence of subtypes of RD — each with its characteristic cognitive profile — has been suggested. Whether the etiology of the particular subtypes is genetic is uncertain. The present study examined within-pair comparisons of cognitive profiles (with respect to composites of general reading, symbol processing speed and sequential memory) in RD and control twins. Twin profile analysis were applied to these cognitive composites on 120 pairs of RD and control twins. Results showed a greater monozygotic (MZ) than dizygotic (DZ) resemblance in profiles indicating that individual differences in the patterning of cognitive abilities related to reading are genetically influenced.     

Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices

Emotions are central to how students experience mathematics, yet we know little about how specific instructional practices relate to students’ emotions in mathematics learning. We examined how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom. We also examined whether these associations differed by student gender and prior mathematics achievement. The sample consisted of 1307 sixth through eighth grade students (51.6% female, 59.0% White, 30.8% African American, and 10.3% other race; 42.3% receive free/reduced price lunch) from 70 mathematics classrooms. Results indicated that teachers who used more dialogic mathematics instruction had students who reported more enjoyment and pride, and less anger and boredom. Males and low-achieving students reported more positive and fewer negative emotions with greater dialogic instruction compared to their female and high-achieving counterparts.     

Cognitive processing rates among disabled and normal reading young adults: A nine year follow-up study

Forty adults who had been diagnosed as reading disabled when they were children and 40 adults from a matched control group of normal readers were tested to assess the diagnostic utility of a newly developed set of tests as well at to ascertain whether or not reading disability persists into early adulthood. The new measures, designed to examine cognitive processing rates in disabled and normal adult readers, included expressive verbal fluency, confrontation naming, and perceptual speed. Evidence for significantly slower cognitive processing rates and persistent problems in reading and spelling was apparent among the young adult disabled readers. Spatial and mathematical ability levels were well within the normal range.     

Supporting Teacher Learning and Informed Practice in Writing through Assessment Tools for Teaching and Learning

This paper concerns teacher learning. It describes the impact on teacher knowledge and reported practice of working with diagnostic assessment tools for writing. These tools were specifically designed with a dual purpose: to provide diagnostic information about students to guide teaching for enhanced learning outcomes and also to develop teacher understanding about features of, and developmental progressions in, writing. We describe the features of the tools which facilitate teacher learning. Then we present three small‐scale studies conducted during and after development of the tools to explore their impact. Discussion focuses on teachers' reports of their learning about writing and how working with the assessment tools impacted a range of teaching practices.     

Portrait of the student as a young writer: some student survey findings about attitudes to writing and self‐efficacy as writers

This New Zealand‐based article reports on an analysis of data gathered over two years from upper primary school students on their attitudes to writing and writing instruction and their beliefs about their self‐efficacy as developing writers. Responses from 449 students in five diverse schools are included. Through an online survey administered at the beginning and end of each of the two years, students responded to a range of mostly closed questions. Conclusions (including student comments) were made about students' likes, dislikes and preferences as developing writers. Levels of association between their attitudes and gender and between their attitudes and proficiency levels were explored. Conclusions were also made about how student attitudes affect teacher practice.     

Improving pre‐service teacher learning through peer teaching: process,people and product1

This research investigates the perceptions of first‐year Bachelor of Teaching students (primary and secondary) and Diploma of Education students (secondary) about their peer teaching experience in a postgraduate subject called Curriculum and Assessment. Peer teaching is a learner‐centred approach to teaching and learning that is intended to provide significant benefits for learners' knowledge, skills and metacognition. However, concerns have been raised over the quality of the learning and teaching and the risks associated with such a pedagogy. In the present study, student responses to questionnaires and semi‐structured interviews were analysed, using a mixed methods approach, with respect to three broad and somewhat interconnected categories: process, people and product. These responses suggested a wide range of reactions to peer teaching, but overall students feel they benefited from the experience. The findings of this study should be of interest to lecturers and students in pre‐service teacher education courses, especially. Knowledge about peer teaching, learning and assessment would be especially valuable for both education lecturers and beginning teachers seeking to design and manage learner‐centred pedagogy in their own primary, secondary and tertiary classrooms. However, the results of this research would have far‐reaching appeal for all teaching and learning contexts.