Amy J. Heineke, Elizabeth M. Vera, Wenjin Guo, Jofish Kaye, Joseph Elliott
This multiple-case study probes the social-emotional well-being of elementary and middle-grade students labeled as English learners who were enrolled in different bilingual program models in the midwestern United States. Using ecological systems theory, this qualitative study probes students’ social-emotional well-being across schools and within different bilingual program models, seeking to determine the structures and practices that nurture positive facets or perpetuate negative facets of student well-being. Findings indicate that interactions with peers and adults in schools influence students’ social-emotional well-being, with program-model variations, community demographics, and societal discourse shaping these in-school experiences, relationships, and sentiments. Implications center on critical consideration of bilingual program-model implementation to prepare teachers, promote schoolwide integration, prioritize home languages, and nurture inclusive communities.
{"title":"Considering the Social-Emotional Well-Being of Multilingual Learners","authors":"Amy J. Heineke, Elizabeth M. Vera, Wenjin Guo, Jofish Kaye, Joseph Elliott","doi":"10.1086/723028","DOIUrl":"https://doi.org/10.1086/723028","url":null,"abstract":"This multiple-case study probes the social-emotional well-being of elementary and middle-grade students labeled as English learners who were enrolled in different bilingual program models in the midwestern United States. Using ecological systems theory, this qualitative study probes students’ social-emotional well-being across schools and within different bilingual program models, seeking to determine the structures and practices that nurture positive facets or perpetuate negative facets of student well-being. Findings indicate that interactions with peers and adults in schools influence students’ social-emotional well-being, with program-model variations, community demographics, and societal discourse shaping these in-school experiences, relationships, and sentiments. Implications center on critical consideration of bilingual program-model implementation to prepare teachers, promote schoolwide integration, prioritize home languages, and nurture inclusive communities.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"599 - 624"},"PeriodicalIF":1.7,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46849820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teachers’ data literacy and interpretive process are critical to understanding how they make sense of data. However, little is known about how mental representations shape and evolve in response to teachers’ interpretive process. In the present study, I model and explore this recursive relationship between teachers’ cognitive framing and interpretive process. Findings suggest that teachers evoke two frames, understanding students as achievers and learners, with implications for their cognitive focus on and interpretation of interim assessment data. Furthermore, findings suggest teachers’ interpretations feed back into cognitive frames via three mechanisms: elaboration, preservation, and reframing. Implications include cognitive framing as a leverage point for iterative school improvement, interim assessment report design, and new perspectives in the narrative around data use in education.
{"title":"Understanding Students as Achievers and Learners","authors":"Austin S. Jennings","doi":"10.1086/723256","DOIUrl":"https://doi.org/10.1086/723256","url":null,"abstract":"Teachers’ data literacy and interpretive process are critical to understanding how they make sense of data. However, little is known about how mental representations shape and evolve in response to teachers’ interpretive process. In the present study, I model and explore this recursive relationship between teachers’ cognitive framing and interpretive process. Findings suggest that teachers evoke two frames, understanding students as achievers and learners, with implications for their cognitive focus on and interpretation of interim assessment data. Furthermore, findings suggest teachers’ interpretations feed back into cognitive frames via three mechanisms: elaboration, preservation, and reframing. Implications include cognitive framing as a leverage point for iterative school improvement, interim assessment report design, and new perspectives in the narrative around data use in education.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"485 - 512"},"PeriodicalIF":1.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43349771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Zainab U. White, Jessica R. Toste, Marissa J. Filderman
Literacy is essential to the development of any nation. Despite foreign aid to support education initiatives in Africa, high rates of illiteracy persist. This synthesis examined the extent to which early literacy intervention research has been conducted in Africa and the effects of these interventions on reading outcomes for students in kindergarten through third grade. Through an extensive search of published and unpublished research conducted in Africa between 1975 and 2019, 10 studies met inclusion criteria. Only four African countries were represented, with most studies being conducted in South Africa (k = 6). There was a wide range of effects (g = −0.88 to 6.98), with substantial variability in study methodology and intervention delivery. Findings from this review suggest that early literacy interventions are understudied in African countries and, as such, there is limited knowledge about the degree to which interventions with evidence of effectiveness are generalizable to these contexts.
{"title":"A Synthesis of Early Literacy Intervention Research Conducted in Africa for Students in Kindergarten through Third Grade","authors":"Zainab U. White, Jessica R. Toste, Marissa J. Filderman","doi":"10.1086/723407","DOIUrl":"https://doi.org/10.1086/723407","url":null,"abstract":"Literacy is essential to the development of any nation. Despite foreign aid to support education initiatives in Africa, high rates of illiteracy persist. This synthesis examined the extent to which early literacy intervention research has been conducted in Africa and the effects of these interventions on reading outcomes for students in kindergarten through third grade. Through an extensive search of published and unpublished research conducted in Africa between 1975 and 2019, 10 studies met inclusion criteria. Only four African countries were represented, with most studies being conducted in South Africa (k = 6). There was a wide range of effects (g = −0.88 to 6.98), with substantial variability in study methodology and intervention delivery. Findings from this review suggest that early literacy interventions are understudied in African countries and, as such, there is limited knowledge about the degree to which interventions with evidence of effectiveness are generalizable to these contexts.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"563 - 582"},"PeriodicalIF":1.7,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46031506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Various factors at the individual and school levels contribute to the impairment of academic achievement. We examined whether academic class composition, measured as average class achievement and class heterogeneity (variance in achievement within class), moderates the associations of inattentiveness and hyperactivity/impulsivity with academic achievement. Data from a two-wave longitudinal study of Russian first graders (N = 2,605, 51% girls) were used. Two-level regression analysis revealed inattentiveness to be negatively associated with math and reading achievement and hyperactivity/impulsivity to be positively associated with achievement but only under control for inattentiveness. The results reveal that the associations of inattentiveness and hyperactivity/impulsivity with math achievement did not vary in classes of different academic compositions. However, the negative effect of inattentiveness on reading decreased in classes with high average achievement. The results also demonstrated that, controlled for inattentiveness, hyperactivity had a stronger positive association with reading in heterogeneous, rather than homogeneous, classes.
{"title":"Academic Achievement of First Graders with Inattentiveness and Hyperactivity in Classes with Various Academic Compositions","authors":"Y. Kuzmina, A. Ivanova, Ilya V. Denisov","doi":"10.1086/723248","DOIUrl":"https://doi.org/10.1086/723248","url":null,"abstract":"Various factors at the individual and school levels contribute to the impairment of academic achievement. We examined whether academic class composition, measured as average class achievement and class heterogeneity (variance in achievement within class), moderates the associations of inattentiveness and hyperactivity/impulsivity with academic achievement. Data from a two-wave longitudinal study of Russian first graders (N = 2,605, 51% girls) were used. Two-level regression analysis revealed inattentiveness to be negatively associated with math and reading achievement and hyperactivity/impulsivity to be positively associated with achievement but only under control for inattentiveness. The results reveal that the associations of inattentiveness and hyperactivity/impulsivity with math achievement did not vary in classes of different academic compositions. However, the negative effect of inattentiveness on reading decreased in classes with high average achievement. The results also demonstrated that, controlled for inattentiveness, hyperactivity had a stronger positive association with reading in heterogeneous, rather than homogeneous, classes.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"538 - 562"},"PeriodicalIF":1.7,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43915347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has led to dramatic changes in way of life for people across the globe. One of the most common disruptions to everyday life has been the prolonged closure of schools, in-person school in particular. This article presents research examining the consequences of the pandemic on the reading skills of first- through sixth-grade students across the United States. Using a large, nationally representative sample (total N > 950,000), we compared reading scores from the fall assessment period of the 2020–2021 school year to the 2019–2020 school year. We found substantial declines in reading skills in fall 2020 compared with previous years, even accounting for preexisting differences in performance. Limitations to the study include potential confounding variables and the necessity of using a quasi-experimental design. Implications of this decline in reading skills are discussed, as well as some ways educators can attempt to address these declines.
{"title":"The Impact of COVID-19 on Student Reading Development","authors":"Jacob S. Gray, K. Powell-Smith, R. Good","doi":"10.1086/723301","DOIUrl":"https://doi.org/10.1086/723301","url":null,"abstract":"The COVID-19 pandemic has led to dramatic changes in way of life for people across the globe. One of the most common disruptions to everyday life has been the prolonged closure of schools, in-person school in particular. This article presents research examining the consequences of the pandemic on the reading skills of first- through sixth-grade students across the United States. Using a large, nationally representative sample (total N > 950,000), we compared reading scores from the fall assessment period of the 2020–2021 school year to the 2019–2020 school year. We found substantial declines in reading skills in fall 2020 compared with previous years, even accounting for preexisting differences in performance. Limitations to the study include potential confounding variables and the necessity of using a quasi-experimental design. Implications of this decline in reading skills are discussed, as well as some ways educators can attempt to address these declines.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"583 - 598"},"PeriodicalIF":1.7,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44351135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Knoche, Courtney E. Boise, S. Sheridan, Katherine C Cheng
The current study reports the results of a randomized controlled trial examining the impact of the Getting Ready parent-engagement intervention on expressive language skills of children (N = 267) with developmental concerns upon entry into preschool. Latent growth for expressive language and moderating roles of parental stress and parental involvement in learning at home were analyzed using a structural equation modeling framework. Probing of interaction effects indicates that when families report below-average levels of stress or involvement in learning at home, children in the intervention group demonstrate accelerated growth in expressive language skills compared with peers in the comparison condition. Getting Ready is most salient when families report low to moderate levels of stress and can serve as a buffer for families who report low to moderate levels of involvement in learning at preschool entry. Results have implications for connections between families and educators across the preschool period.
{"title":"Promoting Expressive Language Skills for Preschool Children with Developmental Concerns","authors":"L. Knoche, Courtney E. Boise, S. Sheridan, Katherine C Cheng","doi":"10.1086/723786","DOIUrl":"https://doi.org/10.1086/723786","url":null,"abstract":"The current study reports the results of a randomized controlled trial examining the impact of the Getting Ready parent-engagement intervention on expressive language skills of children (N = 267) with developmental concerns upon entry into preschool. Latent growth for expressive language and moderating roles of parental stress and parental involvement in learning at home were analyzed using a structural equation modeling framework. Probing of interaction effects indicates that when families report below-average levels of stress or involvement in learning at home, children in the intervention group demonstrate accelerated growth in expressive language skills compared with peers in the comparison condition. Getting Ready is most salient when families report low to moderate levels of stress and can serve as a buffer for families who report low to moderate levels of involvement in learning at preschool entry. Results have implications for connections between families and educators across the preschool period.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"513 - 537"},"PeriodicalIF":1.7,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46079519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite vast empirical evidence on reading difficulty and reading disability, including assessment, early identification, and intervention, many students are not benefiting from these discoveries. In this thematic issue, authors explore the multiple factors that may make students more vulnerable to reading difficulty, including biases associated with race, poverty, and disability, and using samples that are racially and socioeconomically diverse and include student groups that are often underrepresented in large-scale research on reading disabilities. Each article in this collection offers a different window into examining reading performance and what specific structured environments, instructional programs, or interventions might prove useful in seeking to address the needs of vulnerable students. Despite the differences in these articles, the theme is that important practice- and policy-relevant discoveries emerge when we study reading and reading disabilities in diverse student populations.
{"title":"Commentary: Seeing Individual Children and Their Vulnerabilities","authors":"P. McCardle, Astrid Pohl Zuckerman","doi":"10.1086/723374","DOIUrl":"https://doi.org/10.1086/723374","url":null,"abstract":"Despite vast empirical evidence on reading difficulty and reading disability, including assessment, early identification, and intervention, many students are not benefiting from these discoveries. In this thematic issue, authors explore the multiple factors that may make students more vulnerable to reading difficulty, including biases associated with race, poverty, and disability, and using samples that are racially and socioeconomically diverse and include student groups that are often underrepresented in large-scale research on reading disabilities. Each article in this collection offers a different window into examining reading performance and what specific structured environments, instructional programs, or interventions might prove useful in seeking to address the needs of vulnerable students. Despite the differences in these articles, the theme is that important practice- and policy-relevant discoveries emerge when we study reading and reading disabilities in diverse student populations.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"479 - 484"},"PeriodicalIF":1.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42503378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rachel E. Donegan, Jeanne Wanzek, Y. Petscher, S. Otaiba
Effects from different studies of reading and mindset interventions are inconsistent, pointing to the need to investigate moderating factors affecting response. In this study, we implemented two intensive intervention conditions for fourth-grade students with/at risk for reading disabilities (N = 360). One intervention condition included reading intervention only, whereas the other intervention condition incorporated both reading and mindset interventions. Through exploratory analyses, we examined student characteristics (sex, race/ethnicity, mindset) as moderators of the effects of the interventions on mindset, word attack, and reading comprehension outcomes and also explored potential interactions. Overall, we found no differential outcomes of intervention by race, sex, or initial mindset level. Our exploration of the interactions also did not yield any significant effects; however, we were limited by small sample sizes in subgroups. Overall, more research is needed to explore potential interactions moderating intervention outcomes.
{"title":"The Impact of Student Race, Sex, and Mindset on Reading Intervention Response at the Upper Elementary Level","authors":"Rachel E. Donegan, Jeanne Wanzek, Y. Petscher, S. Otaiba","doi":"10.1086/723373","DOIUrl":"https://doi.org/10.1086/723373","url":null,"abstract":"Effects from different studies of reading and mindset interventions are inconsistent, pointing to the need to investigate moderating factors affecting response. In this study, we implemented two intensive intervention conditions for fourth-grade students with/at risk for reading disabilities (N = 360). One intervention condition included reading intervention only, whereas the other intervention condition incorporated both reading and mindset interventions. Through exploratory analyses, we examined student characteristics (sex, race/ethnicity, mindset) as moderators of the effects of the interventions on mindset, word attack, and reading comprehension outcomes and also explored potential interactions. Overall, we found no differential outcomes of intervention by race, sex, or initial mindset level. Our exploration of the interactions also did not yield any significant effects; however, we were limited by small sample sizes in subgroups. Overall, more research is needed to explore potential interactions moderating intervention outcomes.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"437 - 456"},"PeriodicalIF":1.7,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47003300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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