Les effets d’un dispositif d’enseignement du vocabulaire pluridimensionnel et multimodal sur les connaissances lexicales d’élèves en quatrième primaire

La présente étude cherche à mesurer l’impact d’un enseignement explicite et pluridimensionnel du vocabulaire — c’est-à-dire qui s’intéresse aux différentes facettes de la connaissance des mots (forme, sens et utilisation) — sur les progrès d’élèves québécois de 4e année primaire (CM1) à des épreuves de compréhension en lecture, d’orthographe, d’étendue et de profondeur du vocabulaire. Cet enseignement est aussi comparé à un enseignement du vocabulaire plus traditionnel basé sur des listes de mots à mémoriser dans une perspective orthographique. Les résultats démontrent qu’au terme de dix semaines d’enseignement, les élèves ayant bénéficié d’un enseignement pluridimensionnel ont progressé de façon significative par rapport aux élèves ayant reçu un enseignement à partir de listes de mots sur le plan de la maitrise de l’orthographe des 72 mots ciblés et de la profondeur de la connaissance lexicale associée à ces mots. Les résultats suggèrent aussi qu’une approche multimodale incluant des activités menées à l’oral et d’autres faisant appel à la lecture s’avère plus efficace qu’une approche menée à l’oral seulement.The present study aims to measure the impact of an explicit and multidimensional vocabulary instruction—that is to say, which considers the different facets of word knowledge (form, meaning and use)—on the progress of 4th grade pupils in Québec (CM1) on tests of reading comprehension, spelling, breadth and depth of vocabulary knowledge. This direct instruction is also compared to a more traditional vocabulary teaching approach based on word lists to memorize often used in class. The results show that after ten weeks of teaching, the pupils who benefited from a multidimensional instruction progressed significantly compared to the pupils who received instruction from a list of words in terms of spelling and depth of lexical knowledge associated with the 72 words targeted. The results also suggest that a multimodal approach that includes oral and reading tasks is more effective than an oral approach alone

UNC Center for Environmental Health and Susceptibility: Understanding Healthy Homes Education and Policy Needs in Lenoir and Durham Counties and Developing Recommendations for Outreach

Background: Environmental exposures have been linked to increased risks of numerous health conditions, including asthma, cancer, obesity, and lead poisoning. The Community Outreach and Engagement Core (COEC) at the University of North Carolina Center for Environmental Health and Susceptibility (CEHS) received a three-year grant from the Centers for Disease Control and Prevention (CDC) to implement Healthy Homes programming across North Carolina in 2011. The Capstone team was tasked with assessing the home health-related educational needs of Durham and Lenoir County residents to help inform this programming. Methods: The Capstone team conducted demographic and epidemiological information reviews, qualitative formative research, community visits, assessments of the COEC's existing educational materials, and examination of existing Healthy Homes policies and current literature on effective environmental health outreach interventions and strategies. The Capstone team performed 14 key informant interviews with community leaders in Durham and Lenoir Counties, as well as three focus groups with community members in Lenoir County. Results: Data showed that poverty, unemployment, and safety were over-arching issues in both counties. In Durham, the most commonly mentioned environmental health issues were indoor air quality and mold. Lead was also indicated often and has historically been a problem in the county. Lenoir County's top environmental health issues were water quality, housing issues, outdoor air quality, and lead. Access to environmental health education and costs are frequent barriers to acting on environmental health risks. Organizations in the two areas vary in both their focus on environmental health issues and capacity to provide education and outreach. Discussion: The Capstone team's recommended improvements to the COEC's Healthy Homes-focused outreach and education strategies are organized into three areas: engagement, adult learning methods, and education. The COEC's engagement efforts could be improved by increasing their presence in Lenoir County. Healthy Homes trainings could be improved by increasing the use of participatory teaching methods. The education could be strengthened and tailored to the audience's needs by integrating cost-saving tips and conducting more evaluation of the trainings with participants.Master of Public Healt

Clinical Scholars: Making Equity, Diversity and Inclusion Learning an Integral Part of Leadership Development

The plethora of persistent and pervasive health inequities in the United States is a Wicked Problem which threatens the health and wellbeing of all people. To dismantle them is no easy task, and requires a health care workforce practiced in leadership skill sets embracing a deep focus on areas of equity, diversity and inclusion (EDI). This chapter describes how the core competencies and curriculum of the Clinical Scholars Program have been designed to offer this set of skills. To start, the program’s foundational set of 25 competencies cover four domains (Personal, Interpersonal, Organizational, and Community & Systems) and include both more traditional leadership competencies as well as contemporary competencies focused on equity, diversity, and inclusion. The curriculum takes the set of 25 leadership and EDI competencies and breaks them down into learning sessions where participants listen, practice, and apply the ideas, behaviors, and mindsets. The leadership core and the EDI core of the curriculum exist both in tandem and in unison to provide the full Clinical Scholars experience. At times, sessions focus on one core or the other, and at times, both leadership and EDI are present in the learning of a session. Example learning sessions for each core and the weaving of the cores together are provided. Four challenges to creating an equity-centered leadership program are identified: 1. The personalized nature of the journey of self-development; 2. Shifting Mindsets and Skill Sets; 3. Piloting an evidence-based curriculum on EDI; and 4. Maintaining engagement with participants over time and across distance. A set of top recommendations for weaving EDI and Leadership learning are also offered. The chapter details the importance of meaningfully focusing on EDI when tackling modern, wicked problems

Compétence orthographique chez l’élève dyslexique et chez l’élève sourd : Étude comparative

Le but de cette étude est de décrire et comparer la compétence orthographique d'élèves dyslexiques et d'élèves sourds, deux groupes d'élèves caractérisés par un déficit phonologique ayant une incidence sur le développement de l'écrit. Les élèves dyslexiques et les élèves sourds ont été appariés sur l'âge et le niveau de compétence écrite. Ils ont été comparés à un groupe d'élèves normo-scripteurs du même âge et à un groupe d'élèves normo-scripteurs du même niveau de compétence écrite. Les résultats de l'analyse des productions orthographiques indiquent que les élèves dyslexiques accusent un retard par rapport aux deux groupes d'élèves normo-scripteurs. En revanche, les élèves sourds ont des taux de réussite comparables aux élèves normo-scripteurs du même âge. Les résultats sont discutés en fonction des procédures d'écriture sollicitées par la tâche orthographique

Compétence orthographique chez l’élève dyslexique et chez l’élève sourd : Étude comparative

Abstract Le but de cette étude est de décrire et comparer la compétence orthographique d'élèves dyslexiques et d'élèves sourds, deux groupes d'élèves caractérisés par un déficit phonologique ayant une incidence sur le développement de l'écrit. Les élèves dyslexiques et les élèves sourds ont été appariés sur l'âge et le niveau de compétence écrite. Ils ont été comparés à un groupe d'élèves normo-scripteurs du même âge et à un groupe d'élèves normo-scripteurs du même niveau de compétence écrite. Les résultats de l'analyse des productions orthographiques indiquent que les élèves dyslexiques accusent un retard par rapport aux deux groupes d'élèves normo-scripteurs. En revanche, les élèves sourds ont des taux de réussite comparables aux élèves normo-scripteurs du même âge. Les résultats sont discutés en fonction des procédures d'écriture sollicitées par la tâche orthographique

Description and interactions of informative text structure knowledge and skills of French-speaking Grade 6 students

This study was conducted in Québec, Canada, among French-speaking Grade 6 students (n = 175) in the context of a school curriculum that does not clearly address text structure and main idea instruction. It aims to understand whether these students can identify informative text structures and main ideas in isolated paragraphs, comprehend main ideas and text structure in an informative text, and write a short structured informative text. It also describes relationships between these knowledge and skills coming from different reading and writing tasks. Three assessments relative to informative text structures were administered: a multiple-choice test on text structure knowledge and identification of main ideas, a reading comprehension test, and a short writing task. Results revealed that students performed better in the multiple-choice assessment compared to other assessments. Correlations between variables stemming from the three assessments were significant but their effect sizes were low to moderate. A hypothesized model was investigated via a path analysis suggesting that structure knowledge and main idea identification influence reading comprehension, which then influence writing