Listening – the Cinderella profile component of English

This article investigates the role of listening in English. The importance of ‘reading with the ear’ is discussed, as is research into the views of teachers and pupils on this topic. Practical suggestions are made for according to listening a more meaningful place in English. Originally English was conceived as listening and reading, talking and writing. It would enrich the conception of English as a subject to uncouple listening from talking and instead give it its place as a profile component in its own right.     

Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy

Two experiments investigated the effects of characteristic features of concept mapping used for prior knowledge activation. Characteristic demands of concept mapping include connecting lines representing the relationships between concepts and labeling these lines, specifying the type of the semantic relationships. In the first experiment, employing a within-subjects design, 20 psychology students completed a label-provided-lines economics mapping task and then a create-and-label-lines meteorology mapping task or vice versa. The analysis of 40 think-aloud protocols indicated more elaboration processes for the label-provided-lines task than for the create-and-label-lines task. On the other hand, the protocols indicated more model-construction and organization processes in the create-and-label-lines task. The second experiment used the same variation but focused on learning outcomes and perceived self-efficacy as dependent measures. Forty-two psychology students were randomly assigned to either a label-provided-lines mapping task or a create-and-label-lines mapping task. Subsequently, both groups completed a learning phase in a hypertext environment and a posttest. Results showed substantial differences in learning outcomes and perceived self-efficacy in favor of the label-provided-lines prior knowledge activation task. The findings are congruent with coherence effects found in text-comprehension research and support the position that concept mapping should not be seen as a unitary method but be differentiated according to the specific tasks to be completed.     

Word length and word frequency affect eye movements in dyslexic children reading in a regular (German) orthography

We combined independently the word length and word frequency to examine if the difficulty of reading material affects eye movements in readers of German, which has high orthographic regularity, comparing the outcome with previous findings available in other languages. Sixteen carefully selected German-speaking dyslexic children (mean age, 9.5 years) and 16 age-matched controls read aloud four lists, each comprising ten unrelated words. The lists varied orthogonally in word length and word frequency: high-frequency, short; high-frequency, long; low-frequency, short; low-frequency, long. Eye movements were measured using a scanning laser ophthalmoscope (SLO). In dyslexic children, fixation durations and the number of saccades increased both with word length and word frequency. The percentage of regressions was only increased for low-frequency words. Most of these effects were qualitatively similar in the two groups, but stronger in dyslexic children, pointing to a deficient higher-level word processing, especially phonological deficit. The results indicate that reading eye movements in German children are modulated by the degree of difficulty, and orthographic regularity of the language can determine the nature of modulation. The findings suggest that, similar to Italian but unlike English readers, German children prefer indirect sub-lexical strategy of grapheme-phoneme conversion.     

Comparing the Utility of the 2000 and 2005 Carnegie Classification Systems in Research on Students’ College Experiences and Outcomes

This study compares the explanatory power of the 2000 edition of Carnegie Classification, the 2005 revision of the classification, and selected variables underlying Carnegie’s expanded 2005 classification system using data from the National Survey of Student Engagement’s spring 2004 administration. Results indicate that the 2000 and 2005 classifications generally offer comparable explanatory power for measures of self-reported gains and student engagement, but the new variables from the 2005 system are more strongly related to cognitive outcomes and engagement than were the two categorical groupings. The variables most consistently related to outcomes and engagement are graduate-undergraduate coexistence, residential character of the campus, and arts and sciences share of undergraduate majors. Implications of the findings for research and assessment are discussed.

Measuring Growth in Bilingual and Monolingual Children's English Productive Vocabulary Development: The Utility of Combining Parent and Teacher Report

This longitudinal study examined growth in the English productive vocabularies of bilingual and monolingual children between ages 24 and 36 months and explored the utility and validity of supplementing parent reports with teacher reports to improve the estimation of children's vocabulary. Low-income, English-speaking and English/Spanish-speaking parents and Early Head Start and Head Start program teachers completed the MacArthur–Bates Communicative Development Inventory, Words and Sentences for 85 children. Results indicate faster growth rates for monolingual than for bilingual children and larger vocabularies for bilingual children who spoke mostly English than mostly Spanish at home. Parent–teacher composite reports, like parent reports, significantly related to children's directly assessed productive vocabulary at ages 30 and 36 months, but parent reports fit the model better. Implications for vocabulary assessment are discussed.     

Reformulating the depression model of learned hopelessness for academic outcomes

This review explores developments in the construct of learned hopelessness, which originated in the clinical literature dealing with depression. In that context, the model developed by Abramson, Metalsky, and Alloy [Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). Hopelessness depression: A theory-based subtype of depression. Psychological Review, 96, 358–372] has been particularly influential. The purpose of this review is to reformulate this model in the context of academic outcomes and to consider its relevance to learning and achievement. As a means of specifying the variables and paths in the reformulated model of academic learned hopeless, correlates from relevant motivational theories and research, including value-expectancy, self-efficacy, and learning strategies, will be considered.