h i s special thematic issue addresses the intersection of race, socioeconomic class, and disability for students who are vulnerable to experiencing T difficulty in school. This collection is one of three inspired by the 18th biannual symposium of the Extraordinary Brain Series (Terry et al., 2022a, 2022b). Sponsored by The Dyslexia Foundation, this interdisciplinary meeting of researchers and educators has convened for more than 20 years to discuss new discoveries related to the identification and treatment of dyslexia and related reading difficulties. However, the 2020 symposium, titledDyslexia in Vulnerable Student Populations: Leading for Change, was canceled due to the global COVID-19 pandemic, just as the nation’s awareness of racial disparities and injustices was rising. As a global society, we are only just beginning to understand the immediate and long-term impacts of the events of the last 2 years on our children. In the United States, students have experienced disruptions to typical schooling since March 2020, and emerging data indicate that their experiences varied widely (National Center for Education Statistics [NCES], 2022; Office for Civil Rights, 2021). In general, it appears disparities that were present before the pandemic only exacerbated, as students who
h i的特刊探讨了种族、社会经济阶层和残疾的交叉点，这些学生在学校里容易遇到T困难。该系列是受第18届“非凡大脑系列”双年度研讨会启发的三个系列之一（Terry et al.，2022a2022b）。由阅读障碍基金会赞助，这场由研究人员和教育工作者组成的跨学科会议已经召开了20多年，讨论与识别和治疗阅读障碍及相关阅读困难有关的新发现。然而，2020年题为“弱势学生群体阅读障碍：引领变革”的研讨会因全球新冠肺炎疫情而取消，与此同时，全国对种族差异和不公正的认识正在提高。作为一个全球社会，我们才刚刚开始了解过去两年发生的事件对我们的儿童产生的直接和长期影响。在美国，自2020年3月以来，学生们经历了典型的学业中断，新出现的数据表明，他们的经历差异很大（国家教育统计中心，2022；民权办公室，2021）。总的来说，疫情之前存在的差异似乎只会加剧
{"title":"Examining Reading Difficulty and Reading Disability in Racially and Socioeconomically Diverse Student Populations","authors":"N. P. Terry, Astrid Pohl Zuckerman, P. McCardle","doi":"10.1086/723376","DOIUrl":"https://doi.org/10.1086/723376","url":null,"abstract":"h i s special thematic issue addresses the intersection of race, socioeconomic class, and disability for students who are vulnerable to experiencing T difficulty in school. This collection is one of three inspired by the 18th biannual symposium of the Extraordinary Brain Series (Terry et al., 2022a, 2022b). Sponsored by The Dyslexia Foundation, this interdisciplinary meeting of researchers and educators has convened for more than 20 years to discuss new discoveries related to the identification and treatment of dyslexia and related reading difficulties. However, the 2020 symposium, titledDyslexia in Vulnerable Student Populations: Leading for Change, was canceled due to the global COVID-19 pandemic, just as the nation’s awareness of racial disparities and injustices was rising. As a global society, we are only just beginning to understand the immediate and long-term impacts of the events of the last 2 years on our children. In the United States, students have experienced disruptions to typical schooling since March 2020, and emerging data indicate that their experiences varied widely (National Center for Education Statistics [NCES], 2022; Office for Civil Rights, 2021). In general, it appears disparities that were present before the pandemic only exacerbated, as students who","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"363 - 366"},"PeriodicalIF":1.7,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42068583","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}
N. P. Terry, Brandy Gatlin-Nash, M. Webb, coryus llc, S. R. Summy, Rhonda Raines
Nearly 30 years ago, Chall, Jacobs, and Baldwin introduced the fourth-grade slump to describe the unexpected deceleration of reading skills between first and fourth grades among children growing up in poverty and low-income households. Advances in our understanding of reading development and how race, racism, or other forms of discrimination are implicated in student achievement encourage another look at the slump among Black children. We reexamined the slump in a cross-sectional, heterogeneous sample (n = 757) of typically developing, Black children (ages 6–11 years old), most of whom were growing up in low-income households. As in the original study, we observed a downward trend in word reading and reading comprehension skills between first and fourth grades. However, unlike the original study, children demonstrated relatively weaker performance on oral language measures at each grade level. Implications for studying oral language and reading in Black children are discussed.
{"title":"Revisiting the Fourth-Grade Slump among Black Children","authors":"N. P. Terry, Brandy Gatlin-Nash, M. Webb, coryus llc, S. R. Summy, Rhonda Raines","doi":"10.1086/723371","DOIUrl":"https://doi.org/10.1086/723371","url":null,"abstract":"Nearly 30 years ago, Chall, Jacobs, and Baldwin introduced the fourth-grade slump to describe the unexpected deceleration of reading skills between first and fourth grades among children growing up in poverty and low-income households. Advances in our understanding of reading development and how race, racism, or other forms of discrimination are implicated in student achievement encourage another look at the slump among Black children. We reexamined the slump in a cross-sectional, heterogeneous sample (n = 757) of typically developing, Black children (ages 6–11 years old), most of whom were growing up in low-income households. As in the original study, we observed a downward trend in word reading and reading comprehension skills between first and fourth grades. However, unlike the original study, children demonstrated relatively weaker performance on oral language measures at each grade level. Implications for studying oral language and reading in Black children are discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"414 - 436"},"PeriodicalIF":1.7,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49484244","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}
This study examined the literacy trajectories of 185 Head Start-eligible Black children from preschool to first grade enrolled in a high-quality early learning program physically connected to an elementary school where they attended kindergarten and first grade. Social emotional, language, and literacy skills were assessed in the fall and spring of the school year in preschool and prekindergarten (PreK) and the fall only in kindergarten and first grade. Children made literacy and language gains in early childhood that were maintained into first grade. Although children in the connected early learning/elementary experience performed above peers on language and literacy skills, only differences in language skills reached significance. Advantages in kindergarten were gone by first grade as comparison children evidenced improvement of language skills that narrowed the performance gap. Findings point to the importance of creating clear academic pathways for young learners that prioritize instructional opportunities designed to maintain positive learning trajectories.
{"title":"Examining The Preschool to First-Grade Literacy and Language Outcomes of Black Children Experiencing a High-Quality Early Childhood Program","authors":"Gary E. Bingham, Chavez Phelps, Meghan P. Dean","doi":"10.1086/723372","DOIUrl":"https://doi.org/10.1086/723372","url":null,"abstract":"This study examined the literacy trajectories of 185 Head Start-eligible Black children from preschool to first grade enrolled in a high-quality early learning program physically connected to an elementary school where they attended kindergarten and first grade. Social emotional, language, and literacy skills were assessed in the fall and spring of the school year in preschool and prekindergarten (PreK) and the fall only in kindergarten and first grade. Children made literacy and language gains in early childhood that were maintained into first grade. Although children in the connected early learning/elementary experience performed above peers on language and literacy skills, only differences in language skills reached significance. Advantages in kindergarten were gone by first grade as comparison children evidenced improvement of language skills that narrowed the performance gap. Findings point to the importance of creating clear academic pathways for young learners that prioritize instructional opportunities designed to maintain positive learning trajectories.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"367 - 395"},"PeriodicalIF":1.7,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46530093","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}
Garrett J. Roberts, Senaida Mehmedovic, Brooke Coté, J. Wexler, P. Strain
The present multiprobe single-case design study investigated the impact of integrating evidence-based behavioral supports into a small-group reading intervention on student engagement and disruptive behavior for six upper elementary students with co-occurring reading difficulties and inattention. Visual analysis suggested a functional relation for all six students on engagement and five students on disruptive behavior. Furthermore, there was a statistically significant mean effect of the intervention on engagement (Tau-U = 0.76) and disruptive behavior (Tau-U = 0.81). At the student level, the intervention led to a statistically significant improvement in engagement and decline in disruptive behavior for three and five students, respectively. Study outcomes suggested that evidence-based behavior supports, integrated into an evidence-based commercially available reading curriculum during small-group instruction, are both feasible and can lead to improved student behavior. Limitations and implications for research and practice are discussed.
{"title":"The Impact of Embedding Behavioral Supports into Reading Instruction for Upper Elementary Students with Reading Difficulties and Inattention","authors":"Garrett J. Roberts, Senaida Mehmedovic, Brooke Coté, J. Wexler, P. Strain","doi":"10.1086/723397","DOIUrl":"https://doi.org/10.1086/723397","url":null,"abstract":"The present multiprobe single-case design study investigated the impact of integrating evidence-based behavioral supports into a small-group reading intervention on student engagement and disruptive behavior for six upper elementary students with co-occurring reading difficulties and inattention. Visual analysis suggested a functional relation for all six students on engagement and five students on disruptive behavior. Furthermore, there was a statistically significant mean effect of the intervention on engagement (Tau-U = 0.76) and disruptive behavior (Tau-U = 0.81). At the student level, the intervention led to a statistically significant improvement in engagement and decline in disruptive behavior for three and five students, respectively. Study outcomes suggested that evidence-based behavior supports, integrated into an evidence-based commercially available reading curriculum during small-group instruction, are both feasible and can lead to improved student behavior. Limitations and implications for research and practice are discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"457 - 478"},"PeriodicalIF":1.7,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49096211","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}
Ashley A. Edwards, Laura M. Steacy, V. M. Rigobon, Y. Petscher, D. Compton
Perfetti’s representational quality hypothesis suggests that orthographic learning in developing readers is associated with two important changes to the orthographic lexicon that drive continued word reading development, namely, addition of word-specific representations and acquisition of complex context-dependent decoding skills. Perfetti further hypothesizes that these two changes are mutually facilitative suggesting a bidirectional relationship. To test this hypothesis, cross-lagged panel models were used to model the relationship between word reading and nonword reading longitudinally across Grades 1–4 in a diverse sample (N = 433) of developing readers. Overall results revealed the codevelopmental pattern between word and nonword reading to be bidirectional in nature such that word reading impacted later nonword reading and vice versa. These bidirectional relations did not differ significantly between those who qualify for free and reduced lunch and those who do not. However, differences were observed between those at-risk for dyslexia and those not at-risk.
{"title":"Examining the Relationship Between Word Reading and Nonword Reading Development Within an Orthographic Learning Framework","authors":"Ashley A. Edwards, Laura M. Steacy, V. M. Rigobon, Y. Petscher, D. Compton","doi":"10.1086/723396","DOIUrl":"https://doi.org/10.1086/723396","url":null,"abstract":"Perfetti’s representational quality hypothesis suggests that orthographic learning in developing readers is associated with two important changes to the orthographic lexicon that drive continued word reading development, namely, addition of word-specific representations and acquisition of complex context-dependent decoding skills. Perfetti further hypothesizes that these two changes are mutually facilitative suggesting a bidirectional relationship. To test this hypothesis, cross-lagged panel models were used to model the relationship between word reading and nonword reading longitudinally across Grades 1–4 in a diverse sample (N = 433) of developing readers. Overall results revealed the codevelopmental pattern between word and nonword reading to be bidirectional in nature such that word reading impacted later nonword reading and vice versa. These bidirectional relations did not differ significantly between those who qualify for free and reduced lunch and those who do not. However, differences were observed between those at-risk for dyslexia and those not at-risk.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"396 - 413"},"PeriodicalIF":1.7,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43916445","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 current annual teacher attrition rate is about 16%. This loss of teachers results in reduced student achievement and increased financial costs to school districts. Using repeated cross-sectional nationally representative data, we identify the relationship between teacher dissatisfaction and burnout with attrition and whether certain teachers are at risk for dissatisfaction and burnout. We consistently find dissatisfaction and burnout are higher among teachers in secondary school; teaching a science, technology, engineering, and mathematics subject; with more experience; and in low-income schools. Teacher dissatisfaction and burnout are highly associated with teacher intention to leave teaching and their actual attrition behavior. We discuss implications of our findings for policy and practice.
{"title":"Burned Out and Dissatisfied?","authors":"Tuan D. Nguyen, Kristen P. Kremer","doi":"10.1086/721772","DOIUrl":"https://doi.org/10.1086/721772","url":null,"abstract":"The current annual teacher attrition rate is about 16%. This loss of teachers results in reduced student achievement and increased financial costs to school districts. Using repeated cross-sectional nationally representative data, we identify the relationship between teacher dissatisfaction and burnout with attrition and whether certain teachers are at risk for dissatisfaction and burnout. We consistently find dissatisfaction and burnout are higher among teachers in secondary school; teaching a science, technology, engineering, and mathematics subject; with more experience; and in low-income schools. Teacher dissatisfaction and burnout are highly associated with teacher intention to leave teaching and their actual attrition behavior. We discuss implications of our findings for policy and practice.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"203 - 227"},"PeriodicalIF":1.7,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41748733","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}
This study explored the contribution of physical education and recess to children’s physical activity (PA) behavior and examined whether they compensate for missed PA opportunities. Participants’ (N = 115; age: 9.2 ± 0.6 years) PA was measured using accelerometry across multiple time periods, including data from school days and weekends. Data collection occurred over 6–7 weeks, with 2 weeks in between each period. Physical education and recess accounted for 22.98% (SD = 8.32) and 19.71% (SD = 6.87) moderate-to-vigorous PA, and 16.06% (SD = 4.54) and 14.65% (SD = 4.45) total PA, respectively. Analyses revealed differences between physical education and non-physical education days (Wilks’s λ = 0.80, p < .001; partial η2 = 0.20) and physical education and weekend days (Wilks’s λ = 0.67, p < .001; partial η2 = 0.33). Physical education contributed to habitual PA more than previously thought; schools should be increasing, not reducing, opportunities.
{"title":"Contribution of Physical Education and Recess to Children’s Habitual Physical Activity","authors":"Wesley J. Wilson, Joonkoo Yun, Ben D. Kern","doi":"10.1086/721862","DOIUrl":"https://doi.org/10.1086/721862","url":null,"abstract":"This study explored the contribution of physical education and recess to children’s physical activity (PA) behavior and examined whether they compensate for missed PA opportunities. Participants’ (N = 115; age: 9.2 ± 0.6 years) PA was measured using accelerometry across multiple time periods, including data from school days and weekends. Data collection occurred over 6–7 weeks, with 2 weeks in between each period. Physical education and recess accounted for 22.98% (SD = 8.32) and 19.71% (SD = 6.87) moderate-to-vigorous PA, and 16.06% (SD = 4.54) and 14.65% (SD = 4.45) total PA, respectively. Analyses revealed differences between physical education and non-physical education days (Wilks’s λ = 0.80, p < .001; partial η2 = 0.20) and physical education and weekend days (Wilks’s λ = 0.67, p < .001; partial η2 = 0.33). Physical education contributed to habitual PA more than previously thought; schools should be increasing, not reducing, opportunities.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"253 - 270"},"PeriodicalIF":1.7,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41906882","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}
In this study, we aimed to understand what readiness meant to educators in two districts that were in the midst of developing pre-K–3 initiatives. We examined how readiness was conceptualized by teachers, school leaders, and district leaders as well as what factors influenced their understandings. We found that educators in our study tended to locate readiness within individual children. Although educators did draw from common early childhood ideologies to describe how they understood readiness, district organizational structures and measurement tools also affected their understandings. As public pre-K continues to become part of K–12 systems and districts make choices about how to define readiness, we recommend districts inspect the different messages educators receive about readiness and then align their efforts to ensure their goals are met. We also suggest districts consider employing definitions of readiness that focus on ready schools rather than on unready children.
{"title":"Understanding Kindergarten Readiness","authors":"K. Whyte, C. Coburn","doi":"10.1086/721773","DOIUrl":"https://doi.org/10.1086/721773","url":null,"abstract":"In this study, we aimed to understand what readiness meant to educators in two districts that were in the midst of developing pre-K–3 initiatives. We examined how readiness was conceptualized by teachers, school leaders, and district leaders as well as what factors influenced their understandings. We found that educators in our study tended to locate readiness within individual children. Although educators did draw from common early childhood ideologies to describe how they understood readiness, district organizational structures and measurement tools also affected their understandings. As public pre-K continues to become part of K–12 systems and districts make choices about how to define readiness, we recommend districts inspect the different messages educators receive about readiness and then align their efforts to ensure their goals are met. We also suggest districts consider employing definitions of readiness that focus on ready schools rather than on unready children.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"344 - 361"},"PeriodicalIF":1.7,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48086642","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}
This multicase study seeks to privilege teachers’ voices related to their experiences within a year-long job-embedded professional development (PD) program. The district initiated the request for PD, which was negotiated and provided by a literacy educator from a nearby university. Eleven second- and third-grade teachers and the language arts coordinator participated. PD consisted of regular visits to teachers’ classrooms and opportunities for weekly individual meetings with each of the teachers, both scheduled by the individual teachers. For data analysis purposes, each teacher’s thread was defined as a single case. Process coding served as a mechanism for most accurately describing participants’ experiences and resulted in 11 codes: affirming, reflecting, owning, observing, applying, questioning, collaborating, disclaiming, modeling, sharing, and communicating. Overall, nine participants explicitly described the individualized PD as a success. Implications for planning, carrying out, and engaging in PD are discussed.
{"title":"“It Took Someone Telling Me That I Could Do It”","authors":"A. Broemmel, Amanda Rigell, K. Swafford","doi":"10.1086/721920","DOIUrl":"https://doi.org/10.1086/721920","url":null,"abstract":"This multicase study seeks to privilege teachers’ voices related to their experiences within a year-long job-embedded professional development (PD) program. The district initiated the request for PD, which was negotiated and provided by a literacy educator from a nearby university. Eleven second- and third-grade teachers and the language arts coordinator participated. PD consisted of regular visits to teachers’ classrooms and opportunities for weekly individual meetings with each of the teachers, both scheduled by the individual teachers. For data analysis purposes, each teacher’s thread was defined as a single case. Process coding served as a mechanism for most accurately describing participants’ experiences and resulted in 11 codes: affirming, reflecting, owning, observing, applying, questioning, collaborating, disclaiming, modeling, sharing, and communicating. Overall, nine participants explicitly described the individualized PD as a success. Implications for planning, carrying out, and engaging in PD are discussed.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"228 - 252"},"PeriodicalIF":1.7,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45253648","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 and caregivers use children’s books (i.e., trade books) to support mathematics learning in school and home settings; shared book reading offers a unique opportunity to support students’ understanding of operations and schema development. No prior studies have examined the representations of addition, subtraction, multiplication, and division schemas in trade books. We coded 88 children’s books for additive and multiplicative schemas, the position of the unknown information, and features included in the problem-solving scenarios (e.g., single-step vs. multistep). Of the additive schemas, books most often represented join and separate schemas with an unknown end amount. With multiplicative schemas, the equal groups schema was most often represented. We discuss practical implications for using trade books to support schema development and problem-solving competency, and we provide suggestions for authors to better represent a range of schemas and text features to support students’ mathematics understanding with more difficult schema concepts during shared reading.
{"title":"Examining Problem-Solving Schemas and Schema Features in Children’s Trade Books","authors":"E. Stevens, S. Forsyth, S. R. Powell","doi":"10.1086/721769","DOIUrl":"https://doi.org/10.1086/721769","url":null,"abstract":"Teachers and caregivers use children’s books (i.e., trade books) to support mathematics learning in school and home settings; shared book reading offers a unique opportunity to support students’ understanding of operations and schema development. No prior studies have examined the representations of addition, subtraction, multiplication, and division schemas in trade books. We coded 88 children’s books for additive and multiplicative schemas, the position of the unknown information, and features included in the problem-solving scenarios (e.g., single-step vs. multistep). Of the additive schemas, books most often represented join and separate schemas with an unknown end amount. With multiplicative schemas, the equal groups schema was most often represented. We discuss practical implications for using trade books to support schema development and problem-solving competency, and we provide suggestions for authors to better represent a range of schemas and text features to support students’ mathematics understanding with more difficult schema concepts during shared reading.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":"123 1","pages":"318 - 343"},"PeriodicalIF":1.7,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48070369","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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