Real-world word learning: exploring children's developing semantic representations of a science term

Assessments of lexical acquisition are often limited to pre-school children on forced choice comprehension measures. This study assessed the understandings 30 school-age children (mean age = 6;7) acquired about the science term, eclipse following a naturalistic exposure to a solar eclipse. The knowledge children acquired about eclipses and a control term, comet was assessed at three points in time (baseline-test, two-week post-test and five-month post-test) using a range of assessment tasks (multiple-choice comprehension, picture-naming, drawing and a model of a solar system task). Children's knowledge was compared to 15 adult controls during the baseline-test and two-week post-test. Children acquired extensive knowledge about eclipses, but not comets; at the two-week post-test and five-month post-test, the majority of children named and drew eclipses and „made? an eclipse using models of the sun, moon and earth. Also, children's eclipse knowledge more closely approximated adult-level understandings at the two-week post-test than at the baseline-test. Implications for the study of lexical acquisition in later development are discussed

The effects of precision teaching and self-regulation learning on early multiplication fluency

Fluent recall of basic facts is essential to the development of more complex math skills. Therefore, failure to develop fluency with basic facts may impede the development of these skills. The present study used a between groups experimental design to investigate whether a basic facts fluency program, implemented within a self-regulated learner (SRL) framework, could lead to increased fluency with multiplication facts for Year 5 and Year 6 New Zealand students (9–10 years old). This study also investigated the extent to which the SRL program altered students’ basic facts practice behavior outside of school hours. The study found that the SRL program resulted in rapid fluency development that was maintained over time. Nomothetic and idiographic analysis confirmed that the program was suitable for use within Tier 1 of the response to intervention framework. In addition, the study also found that students who received the program altered their practice behavior outside school hours. The results from this study show how elements of self-regulated learning and precision teaching can be successfully combined to enhance students’ mathematics achievement