NSP-SCD: a corpus construction protocol for child-directed print in understudied languages

Child-directed print corpora enable systematic psycholinguistic investigations, but this research infrastructure is not available in many understudied languages. Moreover, researchers of understudied languages are dependent on manual tagging because precise automatized parsers are not yet available. One plausible way forward is to limit the intensive work to a small-sized corpus. However, with little systematic enquiry about approaches to corpus construction, it is unclear how robust a small corpus can be made. The current study examines the potential of a non-sequential sampling protocol for small corpus development (NSP-SCD) through a cross-corpora and within-corpus analysis. A corpus comprising 17,584 words was developed by applying the protocol to a larger corpus of 150,595 words from children’s books for 3-to-10-year-olds. While the larger corpus will by definition have more instances of unique words and unique orthographic units, still, the selectively sampled small corpus approximated the larger corpus for lexical and orthographic diversity and was equivalent for orthographic representation and word length. Psycholinguistic complexity increased by book level and varied by parts of speech. Finally, in a robustness check of lexical diversity, the non-sequentially sampled small corpus was more efficient compared to a same-sized corpus constructed by simply using all sentences from a few books (402 books vs. seven books). If a small corpus must be used then non-sequential sampling from books stratified by book level makes the corpus statistics better approximate what is found in larger corpora. Overall, the protocol shows promise as a tool to advance the science of child language acquisition in understudied languages

Empirical Studies On Foreign Language Learning And Teaching In China (2008-2011): A Review Of Selected Research

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Interactive reading models and reader response criticism: tracing parallels between reading theories in applied linguistics and literary criticism

In reviewing reader response criticism, several themes will be discussed. One will be the difficulty of defining meaning through the use of language, which will segue into the reflexive nature of writing about reading. Within the context of the postmodem climate in which these theories were developed, it becomes apparent that language cannot objectively define itself; yet language is the only medium of description available to us. The thesis will conclude with a review of how concepts of these theories have been applied to second language classrooms, and finally, a discussion of the implications a revisiting of these theories could bring to both the second language and literature classrooms in the future

Steps to Success: Crossing the Bridge Between Literacy Research and Practice

Steps to Success: Crossing the Bridge Between Literacy Research and Practice introduces instructional strategies linked to the most current research-supported practices in the field of literacy. The book includes chapters related to scientifically-based literacy research, early literacy development, literacy assessment, digital age influences on children’s literature, literacy development in underserved student groups, secondary literacy instructional strategies, literacy and modern language, and critical discourse analysis. Chapters are written by authors with expertise in both college teaching and the delivery of research-supported literacy practices in schools. The book features detailed explanations of a wide variety of literacy strategies that can be implemented by both beginning and expert practitioners. Readers will gain knowledge about topics frequently covered in college literacy courses, along with guided practice for applying this knowledge in their future or current classrooms. The book’s success-oriented framework helps guide educators toward improving their own practices and is designed to foster the literacy development of students of all ages.https://knightscholar.geneseo.edu/oer-ost/1009/thumbnail.jp

Relationship Between Oral Language and Reading Comprehension for English Learners: A Systematic Review

This systematic review documents one teacher’s search for reasons why transitional readers at her elementary school seem to be stagnant in their reading progress, particularly in the area of reading comprehension. The relationship between English oral language proficiency and English reading comprehension for English learners at the transitional stage of reading is explored in depth. Additional factors that make it difficult for transitional readers to move through this stage are identified and discussed. A thorough review and synthesis of the current research is provided, offering many answers to the questions posed. Instructional implications and recommendations for mainstream teachers are shared

The Effects of a Drama-Based Language Intervention on the Development of Theory of Mind and Executive Function in Urban Kindergarten Children

Because theory of mind (ToM; Samson, 2009) and executive function (EF; Meltzer, 2010) are important skill domains for children’s academic and social success in school, researchers have focused on evaluating the impact of interventions designed to enhance the development of these skills (e.g., Peskin & Astington, 2004; Dowsett & Livesey, 2000). Using an experimental design, the current study evaluated the effectiveness of the Georgia Wolftrap (GWT) program, a drama-based language intervention, at improving ToM and EF in a sample of kindergarten students from low socioeconomic (SES) backgrounds. Researchers (Cole & Mitchell, 1998; Noble, Norman, & Farah, 2005) have indicated that low SES is associated with underdeveloped ToM and EF. Thirteen lessons designed to enhance children’s understanding and use of symbols by exploring literature through imaginative role-play were implemented in place of the regular language arts curriculum. This intervention was hypothesized to engender growth in ToM because it incorporates elements found to be associated with ToM development, such as experience with language (e.g., Jenkins & Astington, 1996), mental state talk (e.g., Adrian, Clemente, & Villanueva, 2007), and pretend play (e.g., Cutting & Dunn, 2006). The impact on EF development, particularly inhibition and attentional control, was expected to be caused by children’s participation in intervention activities that require sustained, active engagement and use of motor and cognitive self-control. Consistent with research describing early childhood as a period of dramatic growth in ToM and EF (e.g., Wellman, Cross, & Watson, 2001), the results of paired-sample t tests indicated that the intervention (n = 41) and control groups (n = 42) demonstrated significant improvement in ToM, inhibition, and attentional control from pre-test to post-test. Despite a trend for the intervention group to demonstrate stronger performance, analyses of covariance (ANCOVAs) indicated that, after controlling for pre-test scores, there were no significant differences in post-test scores between the intervention and control groups. Possible explanations for the lack of significant differences between the intervention and control groups are discussed. Implications for future research are also suggested

Book, Video, and Film Reviews

Produced by The Center on Disability Studies, University of Hawai'i at Manoa, Honolulu, Hawai'i and The School of Social Studies, The University of Texas at Dallas, Richardson, Texas for The Society for Disability Studies

Effects of combining narrative and expository text on young children's conceptual knowledge and expository text comprehension

Thesis (Ed.D.)--Boston UniversityFar too many children begin school with large knowledge gaps that, when left unaddressed, widen and contribute to long-term reading comprehension failure (Hart & Risley, 1995). Early knowledge gaps are often rooted in opportunity gaps (i.e., accumulated inequities in access to key educational resources), with text being a key resource for knowledge acquisition (Stanovich & Cunningham, 1993). Text is particularly important for building knowledge that enables expository text comprehension because much ofthis knowledge is abstract and far removed from everyday experiences. However, there are differing views regarding which text genre or combination thereof best develops the knowledge that enables expository text comprehension. Without clear guidance, text anthology publishers and teachers likely will continue employing uneven text selection methods and knowledge gaps will persist. Thus, identifying optimal text selection is essential if we are to reduce the opportunity gaps underlying poor reading comprehension achievement. Towards this end, I examined effects oftext genre on first-graders' conceptual knowledge and comprehension growth using a cluster-randomized design. Children (N = 57) were randomly assigned to informational narrative and expository text (C, n = 26) or expository text only (E, n = 31) groups. Both C and E children received the same five- week read-aloud intervention. Instruction was organized around a central science conceptandusedtopically-relatedtext. Keyfeaturesincludedexplicitvocabulary instruction, semantic word sorts, scaffolded discussions, and application to new contexts. Results suggest that use of both texts facilitated: (1) greater gains in knowledge breadth and depth (but not statistically significant); (2) greater gains in comprehension depth (gains for narrative text were statistically significant); (3) a significantly larger increase in conceptual knowledge and narrative text recall accuracy and a larger increase in expository text recall accuracy; (4) sustained effects as C children demonstrated continued knowledge and comprehension growth six weeks after the intervention concluded. Findings suggest that effective use ofa combination ofnarrative and expository text may contribute to a reduction in early opportunity and knowledge gaps, and that both types of text should be considered in content area curricular and instructional decision making

Investigating Vocabulary and Reading Strategies with Middle Grades English Language Learners: A Research Synthesis

Recent data indicate that many adolescent English language learners (ELLs) comprehend English texts at only a limited literal level. The purpose of this research synthesis was to systematically identify and describe the research related to the English reading comprehension of middle grades ELLs while also making practical connections to instruction. Parameters were established to determine whether the collected research studies met the purpose of the synthesis and the standards for quality research, using the guiding principles for scientific research set forth in the National Research Council’s Scientific Research in Education. Three themes emerged across the 11 identified studies: (a) the essential role of vocabulary knowledge in ELLs’ English reading comprehension, (b) the role of first language and transfer in ELLs’ reading comprehension, and (c) the role of effective instruction in enhancing ELLs’ English reading comprehension. In this paper, we discuss the findings and their implications for classroom instruction and note substantive and methodological concerns that should be addressed in future research