A longitudinal investigation of reading development from kindergarten to grade eight in a Spanish-speaking bilingual population

This longitudinal study used latent growth curve modeling to investigate English literacy development in a sample of Spanish-speaking language minority students from third through eighth grade. This study also compared the sample’s literacy development to the entire population of California students using state standardized test data. Second, this study examined the contributions of a variety of bilingual measures of kindergarten letter knowledge, phonological awareness, word reading, and vocabulary to literacy development. Results demonstrated the present sample scored below average in literacy compared to the overall population of California students across years, but made slight gains to narrow the achievement gap. The greatest gains were obtained between fourth and fifth grade, but plateaued thereafter. Results concerning the second research questions showed that the third grade literacy intercept was predicted by kindergarten English letter knowledge, Spanish onset, Spanish word reading, and English vocabulary. However, English literacy development through eighth grade was only predicted by kindergarten English and Spanish vocabulary. Findings support arguments for educational efforts to target oral language instruction for these students in early elementary and instruction in both languages may provide the greatest benefit. Instructional implications are discussed.     

Inoculating Against Pro-Plagiarism Justifications: Rational and Affective Strategies

Student plagiarism continues to threaten academic integrity. This investigation assessed whether an inoculation message strategy could combat university plagiarism by protecting student attitudes against pro-plagiarism justification arguments. Additionally, we sought theoretical confirmation of previous findings on involvement and accessibility in inoculation, examined the effects on vested interest, and evaluated matching and mismatching strategies in terms of affect- and rationality-based inoculation treatment messages and subsequent attack messages. A total of 225 students participated in three sessions spanning six weeks. Results indicated that none of the inoculation treatments conferred resistance as measured in attitude toward plagiarism, but all treatments enhanced involvement and attitude accessibility, and the fear- and rationality-based treatments enhanced vested interest. Additionally, fear-based treatments derogated the source of the message. Results also suggest that a matching strategy is superior with both affect- and rationality-based attack messages, such that inoculation treatments are most effective when using the same argument bases (e.g., affective or rational) as the attack message. These results offer guidance for crafting communication campaign strategies to reduce the occurrence of student plagiarism offenses.     

Moral Pluralism and Sex Education

How should common schools in a liberal pluralist society approach sex education in the face of deep disagreement about sexual morality? Should they eschew sex education altogether? Should they narrow its focus to facts about biology, reproduction, and disease prevention? Should they, in addition to providing a broad palette of information about sex, attempt to cover a range of alternative views about sexual morality in a “value‐neutral” manner? Should they seek to impart a “thick” conception of sexual morality, which precisely articulates how individuals should lead their sexual lives? In this essay, Josh Corngold cautions against the adoption of each of these various approaches. He argues that schools should instead adopt an “autonomy‐promoting” approach, which will aim to empower students, cognitively and emotionally, to exercise sovereignty over their own sexuality.     

Elektronische Vertr?ge und ihre verbindliche Aushandlung Ein formales Modell für verbindliche Telekooperation

Dieser Artikel erarbeitet eine formale Bestimmung der Begriffe “elektronischer Vertrag”, seine “Ziele”, “Verpflichtungen” und seine “verbindliche Aushandlungsphase”. Die hier erarbeiteten Begriffe dienen erstens der Spezifikation elektronischer Vertr?ge und zweitens der Verifikation lokaler Implementationen von elektronischen Vertragskooperationen. Besonders behandelt werden die lokale Darstellungen von Vertr?gen und ihre vermittelnde Kommunikation, mehrfache sowie sich überlappende Durchl?ufe durch eine verbindliche Phase und die Rolle von Beweismitteln. Die Begriffe beruhen auf der Theorie der formalen Sprachen bzw. der Automaten. Sie werden an einem einfachen Beispiel einer bilateralen Auftragskooperation demonstriert.     

A tool instead of a chore: Measuring student learning gains in order to improve instruction

Assessment is often treated as an unwelcome and time-consuming university or departmental requirement. This project proposes that assessment is actually an opportunity that communication faculty should embrace. Beginning with the end in mind, this study used stated course learning outcomes to construct a pre-/posttest instrument, administering those assessments in order to find out whether students were really learning what they were supposed to be learning. This article explains how the assessment instruments were constructed and administered, demonstrates clear and significant learning gains across three semesters, and identifies learning outcomes in need of instructional improvement. It also finds that by separating assessment from grading, pretests can identify concepts that need not be retaught, and posttests can reveal that an instructor’s perception of a successful instructional day does not necessarily match the reality of student learning for that day.     

Clinical appraisal of spelling ability and its relationship to phonemic awareness (blending,segmenting, elision,and reversal), phonological memory,and reading in reading disabled,ADHD, and normal children

Seventy-eight 8-to-12-year-old children (34 ReadingDisabled; 31 Attention-Deficit-Hyperactivity-Disordered; and 13diagnosed normal controls) were given a battery oftests including cognitive, linguistic, academic,phonemic awareness, and memory tests. As part of theacademic battery an 8-point spelling rating scale wasdeveloped (Rating Scale) that resulted in threedifferent scores which reliably discriminated amongthe three groups. Relationships between phonemicawareness, phonological memory, reading and spellingwere explored. Zero-order and second-ordercorrelations were completed with indications thatphonemic awareness tasks (elision, blending, reversal,and segmenting) and phonological memory (WISC-IIIDigit Span) are significantly correlated with readingdecoding and spelling measures with slightly highercorrelations with the Rating Scale. Regressionanalyses resulted in a large proportion of thevariance on reading and spelling tasks accounted forby phonemic awareness (particularly elision andreversal) and phonological memory. The ReadingDisabled group was found to produce more errors thatwere phonetically inaccurate than the other twogroups. The demand of spelling ten ``error' wordsbeyond the RD students' achievement level appeared toelicit greater weaknesses in their phonologicalrecoding abilities than in those of the ADHD ornormally achieving students.     

Regularized Structural Equation Modeling

A new method is proposed that extends the use of regularization in both lasso and ridge regression to structural equation models. The method is termed regularized structural equation modeling (RegSEM). RegSEM penalizes specific parameters in structural equation models, with the goal of creating easier to understand and simpler models. Although regularization has gained wide adoption in regression, very little has transferred to models with latent variables. By adding penalties to specific parameters in a structural equation model, researchers have a high level of flexibility in reducing model complexity, overcoming poor fitting models, and the creation of models that are more likely to generalize to new samples. The proposed method was evaluated through a simulation study, two illustrative examples involving a measurement model, and one empirical example involving the structural part of the model to demonstrate RegSEM’s utility.