Pub Date : 2023-11-01DOI: 10.1177/10483950231200957
Donald D. Hammill, Pinki Boura, Carol Westby
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Pub Date : 2023-11-01DOI: 10.1177/10483950231200957c
C. Westby
{"title":"Making Observations and Inferences From Nontraditional Texts","authors":"C. Westby","doi":"10.1177/10483950231200957c","DOIUrl":"https://doi.org/10.1177/10483950231200957c","url":null,"abstract":"","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":"60 1","pages":"13 - 14"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139295218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.1177/10483950231189614c
C. Westby
Results of the 2022 National Assessment of Educational Progress (NAEP) reading testing indicated that 67% of fourth graders were not proficient readers and 37% were reading below basic reading levels. Owing to the lack of growth in reading skills for a number of years, increasing attention is being given to what is termed the science of reading (SOR), an interdisciplinary body of scientifically based research about reading. Although much of the SOR attention has been on word recognition (decoding and encoding) strategies, SOR approaches to teaching reading incorporate research on both word recognition/phonological component of reading and the language comprehension component of reading. The language comprehension element includes explicit teaching of vocabulary, syntax, semantics, pragmatics, inferring AND retrieving and building background knowledge. In recent years, the structure of the school curriculum has given greater time and attention to explicit teaching of the decoding and language structure aspects of reading, but as a result, less attention is being given to learning content in science, social studies/history, geography, and literature. Decoding words and understanding words and sentence structures in passages is not sufficient for comprehending a passage. For example, consider this sentence: Jones sacrifices and knocked in a run. Many Americans would understand the sentence but many British people would not. Understanding this sentence requires considerable knowledge of baseball. Readers need to recognize that Jones was at bat. They need to be aware of the baseball inning system and the three-outs system. They also need to know the size and shape of the baseball field (necessary to the concept of a sacrifice fly or bunt) and knowledge of what a fly or a bunt is. Readers would also have to have a sense of the layout of the bases and what a run is. In his books, such as Cultural Literacy (1987) and Why Knowledge Matters (2016), E. D. Hirsch claimed that a well-rounded, knowledge-specific curriculum can give children the knowledge essential for overcoming inequality of opportunity. Hirsch (2006) makes several arguments regarding the necessity of attending to students’ knowledge base: • The model currently used to improve reading comprehension teaches comprehension strategies—for example, determining vocabulary meaning from context, identifying main idea, identifying genre structure, visualizing text content, summarizing, making predictions. But strategies provide minimal help in comprehending when students do not have a knowledge base on which to use the strategies. • A more scientifically accurate picture of reading comprehension puts background knowledge and vocabulary, along with fluent decoding ability, at the center of reading comprehension. • The knowledge that is most useful to reading comprehension can be identified. • If educators accept these premises, they are obliged to revise the early grades curriculum so that we can impar
{"title":"Edpuzzle and Core Knowledge Sequence","authors":"C. Westby","doi":"10.1177/10483950231189614c","DOIUrl":"https://doi.org/10.1177/10483950231189614c","url":null,"abstract":"Results of the 2022 National Assessment of Educational Progress (NAEP) reading testing indicated that 67% of fourth graders were not proficient readers and 37% were reading below basic reading levels. Owing to the lack of growth in reading skills for a number of years, increasing attention is being given to what is termed the science of reading (SOR), an interdisciplinary body of scientifically based research about reading. Although much of the SOR attention has been on word recognition (decoding and encoding) strategies, SOR approaches to teaching reading incorporate research on both word recognition/phonological component of reading and the language comprehension component of reading. The language comprehension element includes explicit teaching of vocabulary, syntax, semantics, pragmatics, inferring AND retrieving and building background knowledge. In recent years, the structure of the school curriculum has given greater time and attention to explicit teaching of the decoding and language structure aspects of reading, but as a result, less attention is being given to learning content in science, social studies/history, geography, and literature. Decoding words and understanding words and sentence structures in passages is not sufficient for comprehending a passage. For example, consider this sentence: Jones sacrifices and knocked in a run. Many Americans would understand the sentence but many British people would not. Understanding this sentence requires considerable knowledge of baseball. Readers need to recognize that Jones was at bat. They need to be aware of the baseball inning system and the three-outs system. They also need to know the size and shape of the baseball field (necessary to the concept of a sacrifice fly or bunt) and knowledge of what a fly or a bunt is. Readers would also have to have a sense of the layout of the bases and what a run is. In his books, such as Cultural Literacy (1987) and Why Knowledge Matters (2016), E. D. Hirsch claimed that a well-rounded, knowledge-specific curriculum can give children the knowledge essential for overcoming inequality of opportunity. Hirsch (2006) makes several arguments regarding the necessity of attending to students’ knowledge base: • The model currently used to improve reading comprehension teaches comprehension strategies—for example, determining vocabulary meaning from context, identifying main idea, identifying genre structure, visualizing text content, summarizing, making predictions. But strategies provide minimal help in comprehending when students do not have a knowledge base on which to use the strategies. • A more scientifically accurate picture of reading comprehension puts background knowledge and vocabulary, along with fluent decoding ability, at the center of reading comprehension. • The knowledge that is most useful to reading comprehension can be identified. • If educators accept these premises, they are obliged to revise the early grades curriculum so that we can impar","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":"35 1","pages":"11 - 13"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47948992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.1177/10483950231189614b
C. Westby
Inferential narrative comprehension is essential for social interaction and reading comprehension (Cain et al., 2001; Kendeou et al., 2008; McIntyre et al., 2020; van Kleeck, 2008). Research indicates that autistic children exhibit inferential comprehension difficulties compared to their typically developing (TD) peers (Norbury & Bishop, 2002; Nuske & Bavin, 2011; Young et al., 2005). In a study by Norbury and Bishop (2002), 6to 10-year-old autistic children, children with developmental language disorder (DLD), children with pragmatic language impairment (PLI), and typically developing (TD) children responded to six questions (two factual and four inferential). The autistic children performed more poorly on the inferential questions than all other groups. Analysis showed that 70% of the children in the autism group demonstrated poor inferencing skills, compared to 25% in the DLD group. Although inferencing difficulties were observed across clinical groups, an autism diagnosis places children at additional risk. Nuske and Bavin (2011) matched children with autism spectrum disorder (ASD; ages 4;6 to 7;11) with TD children (ages 4;2 to 5;4). The children listened to six very short stories (5–7 sentences each), then answered literal and inferential questions. The autistic children showed specific difficulties answering questions that required script inferencing (requiring the ability to incorporate background script knowledge), as opposed to factual questions or propositional inferencing questions (i.e., based on logical relations). In this study, the researchers sought to further describe the inferential narrative comprehension skills of autistic children in their first year of schooling compared to TD peers matched for age and year of schooling. They investigated the impact of structural language ability (i.e., spoken language skills at word and sentence levels as measured on a standardized language test) on the inferential comprehension skills of two subgroups of autistic children and compared to TD children matched for age and year of schooling. The researchers used an ecologically validated task containing a problem-oriented story that is reflective of the school curriculum as opposed to short scripts that had been used in other studies. In addition, they not only considered the children’s performance on factual versus inferential comprehension questions but also specifically looked at causal inference type questions linked to the story characters’ internal response, adopting a fine-grained coding system for analyzing the children’s responses. Researchers asked two questions in this study:
推理叙事理解对于社会互动和阅读理解至关重要(Cain et al.， 2001;Kendeou et al.， 2008;McIntyre et al.， 2020;van Kleeck, 2008)。研究表明，与正常发育的同龄人相比，自闭症儿童表现出推理理解困难(Norbury & Bishop, 2002;Nuske & Bavin, 2011;Young et al.， 2005)。在Norbury和Bishop(2002)的一项研究中，6 - 10岁的自闭症儿童、发展性语言障碍儿童(DLD)、语用性语言障碍儿童(PLI)和典型发展型儿童(TD)回答了6个问题(2个事实性和4个推理性)。自闭症儿童在推理问题上的表现比其他所有组都差。分析表明，自闭症组中70%的儿童表现出较差的推理能力，而DLD组中这一比例为25%。虽然在临床小组中观察到推理困难，但自闭症诊断使儿童处于额外的风险中。Nuske和Bavin(2011)将自闭症谱系障碍(ASD;4岁;6至7岁;11岁)患有TD儿童(4岁;2至5岁;4岁)。孩子们听了六个非常短的故事(每个故事5-7个句子)，然后回答字面和推理的问题。自闭症儿童在回答需要脚本推理(需要结合背景脚本知识的能力)的问题时表现出特别的困难，而不是事实问题或命题推理问题(即，基于逻辑关系)。在这项研究中，研究人员试图进一步描述自闭症儿童在入学第一年的推理叙事理解能力，并将其与同龄的TD儿童进行比较。他们调查了结构化语言能力(即在标准化语言测试中测量的单词和句子水平的口语技能)对两组自闭症儿童的推理理解能力的影响，并将其与年龄和上学年限相匹配的TD儿童进行了比较。研究人员使用了一个经过生态学验证的任务，其中包含一个反映学校课程的问题导向型故事，而不是其他研究中使用的短脚本。此外，他们不仅考虑了儿童在事实和推理理解问题上的表现，还专门研究了与故事人物内部反应相关的因果推理类型的问题，采用细粒度编码系统来分析儿童的反应。研究人员在这项研究中提出了两个问题:
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Pub Date : 2023-08-15DOI: 10.1177/10483950231189614e
C. Westby
{"title":"Cochlear Implants for Children with Developmental Delays","authors":"C. Westby","doi":"10.1177/10483950231189614e","DOIUrl":"https://doi.org/10.1177/10483950231189614e","url":null,"abstract":"","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":"35 1","pages":"16 - 16"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41695646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.1177/10483950231189614a
C. Westby
Test in Preschool-Aged Children. Assessment, 24(1), 115–126. https://doi.org/10.1177/1073191115601210 Piolino, P., Desgranges, B., Clarys, D., Guillery-Girard, B., Taconnat, L., & Isingrini, M. (2006). Autobiographical memory, autonoetic consciousness, and self-perspective in aging. Psychology and Aging, 21(3), 510–525. https://doi.org/10.1037/ 0882-7974.21.3.510 Robinson, S., Howlin, P., & Russell, A. (2017). Personality traits, autobiographical memory and knowledge of self and others: A comparative study in young people with autism spectrum disorder. Autism, 21(3), 357–367. https://doi.org/10.1177/1362361316645429 Williams, J. M. G., Barnhofer, T., Crane, C., Herman, D., Raes, F., Watkins, E., & Dalgleish, T. (2007). Autobiographical memory specificity and emotional disorder. Psychological Bulletin, 133, 122–148. https://doi.org/10.1037/0033-2909.133.1.122 Williams, J. M. G., & Broadbent, K. (1986). Autobiographical memory in suicide attempters. Journal of Abnormal Psychology, 95(2), 144–149. https://doi.org/10.1037/0021-843X.95.2.144
{"title":"Teaching Past Tense Marking","authors":"C. Westby","doi":"10.1177/10483950231189614a","DOIUrl":"https://doi.org/10.1177/10483950231189614a","url":null,"abstract":"Test in Preschool-Aged Children. Assessment, 24(1), 115–126. https://doi.org/10.1177/1073191115601210 Piolino, P., Desgranges, B., Clarys, D., Guillery-Girard, B., Taconnat, L., & Isingrini, M. (2006). Autobiographical memory, autonoetic consciousness, and self-perspective in aging. Psychology and Aging, 21(3), 510–525. https://doi.org/10.1037/ 0882-7974.21.3.510 Robinson, S., Howlin, P., & Russell, A. (2017). Personality traits, autobiographical memory and knowledge of self and others: A comparative study in young people with autism spectrum disorder. Autism, 21(3), 357–367. https://doi.org/10.1177/1362361316645429 Williams, J. M. G., Barnhofer, T., Crane, C., Herman, D., Raes, F., Watkins, E., & Dalgleish, T. (2007). Autobiographical memory specificity and emotional disorder. Psychological Bulletin, 133, 122–148. https://doi.org/10.1037/0033-2909.133.1.122 Williams, J. M. G., & Broadbent, K. (1986). Autobiographical memory in suicide attempters. Journal of Abnormal Psychology, 95(2), 144–149. https://doi.org/10.1037/0021-843X.95.2.144","PeriodicalId":39491,"journal":{"name":"Word of Mouth","volume":"35 1","pages":"4 - 7"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47525853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.1177/10483950231189614
C. Westby
In the last several years, I have summarized a number of research articles on autobiographical memory (AM) and a reminiscing strategy to promote AM. AM is memory of personally relevant events in one’s own past. It entails our memories of the place of the experience (where did the event occur), the when of the experience in terms of both conventional time (e.g., day of the week) and time in one’s own life story (e.g., in what life period the event occurred), and the emotions associated with the experience. AM is composed of two different but related types of memory: semantic memory (SM) and episodic memory (EM). Semantic AM is memory for facts about one’s self; episodic AM is memory for past personally experienced events. Remembering the names of the national parks and their geographical features in the state of Utah involves SM. Remembering what happened on my hikes in two of those parks and my feelings associated with those events involves EM. Children and adults with nearly any type of communication impairment (e.g., developmental language disorder, autism, hearing loss/ deafness, attention-deficit/hyperactivity disorder), or those who have experienced significant traumas are highly likely to exhibit difficulties in AM. Deficits in AM result in difficulties in producing coherent stories about personal experiences, which in turn affects development of a sense of self and executive function skills, particularly the ability to plan for the future. Consequently, the AM abilities of students with communication impairments should be evaluated as part of a comprehensive language evaluation. There are two broad methods for assessing AM in behavioral and neuroimaging research: cuing methods to assess memory access and semistructured interviews to assess memory experience.
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