Effects of On-Site Reading Clinical Tutoring on Children\u27s Performance

This research was conducted to study the effects of field-based clinical tutoring on struggling readers. Struggling readers from two grade levels, 3rd and 5th were randomly divided into two groups. One group received individualized tutoring in reading for a semester from apprentice reading clinicians (graduate students in Reading Program) and the other group did not. There were 13 sessions of one hour each per week. The reading performance of students in the two groups was compared on the two available measures in the school, (1) letter grade and (2) STAR results (a computerized diagnostic reading assessment program). Observational and anecdotal data from teachers and parents of children participating in the program was received. Seventy-six percent of children improved their letter grade in reading from the beginning of the school year to the end of the year grade in reading compared with 35% of children in the non-tutored group. None of the children in the tutored group dropped a letter grade, however, 17.64% of children in the non-tutored group did drop a letter grade or more. On the STAR scores (see description of STAR under Reading Assessment findings above), the tutored group outperformed the non-tutored group. Fifty-six percent of the children in the tutored group showed improvement in scores from Fall 2001 to Spring 2002 compared with 50% children in the non-tutored group

Karaoke: A Tool for Promoting Reading

This article is a description of a teaching strategy that we have experimented with promising results as a motivational tool. The strategy uses Karaoke as a tool to build and enhance reading behaviors such as fluency and motivation as a twofold purpose for struggling readers. An audio and video sample of children engaged in reading and singing using Karaoke is enclosed. Some modified Karaoke instructional approaches are mentioned for a whole group/classroom use

African-American English: Teacher Beliefs, Teacher Needs and Teacher Preparation Programs

The purpose of this descriptive study was to investigate elementary school teachers\u27 self-perceived beliefs regarding African-American English (AAE), and their professional preparedness to address linguistic needs of AA students in the classrooms. The findings revealed three central issues: (1) teachers had limited understanding of the linguistic features of AAE, (2) teachers believed they had limited pedagogical skills to address issues related to AAE, and (3) teachers indicated that teacher education programs at the pre-service level were inadequate in preparing them for teaching students who spoke AAE in the classrooms. The study has implications for teachers\u27 in-service training needs regarding culturally responsive education, as well as for teacher educators in teacher preparation programs to revisit the curricula as part of education reform. Implications and recommendations for teacher preparation and program implementation are provided

Role of Imitation in Language Assessment Tests

A study investigated whether imitation plays a significant role in the acquisition of grammar. Three 6- to 8-year-old hearing-impaired children were administered the Grammatical Analysis of Elicited Language--Simple Sentence Level Test (GAEL), which is designed to evaluate hearing-impaired children\u27s use of grammatical aspects of spoken and/or signed English. Subjects\u27 verbal responses to the imitated component (in which subjects were asked to say just what the tester said) of the GAEL were transcribed and analyzed. Results indicated that imitated speech is neither longer nor grammatically more advanced than non-imitated, spontaneous speech. Findings suggest that the children produced unique language structures to assimilate the adult form in their language without abandoning their own system of language. (Two tables of data are included.) ERIC Document - ED 352 69

Principles and Practices of Teaching English Language Learners

This conceptual paper presents diverse approaches and strategies for preparing competent teachers who work with either English Language Learners (ELLs) or students who speak English as a Second Language (ESL). The pedagogical approaches discussed herein include practical and hands-on activities for teachers at any level. Bilingual learning improves ELL\u27s cognitive development as well as their self-esteem. The paper outlines underlying principles for the best practices with an emphasis on ESL students and also to other learning situations and students. Teachers can modify their instructional methods to adjust ELL\u27s learning needs. Specifically, even though the discussion is framed in the context of ESL students in U.S. classrooms, it is applicable to TEFL (Teaching English as a Foreign Language) environments in schools and other centers of learning

What\u27s Up wif Ebonics, Y\u27all?

This paper examines the controversy surrounding the use of Ebonics among African American students in schools in the United States, with a twofold purpose: (1) to focus on the primary function of language as a tool of communication that varies in its use according to the social context; and (2) to provide suggestions to teachers of ways to support students\u27 acquisition of standard English without devaluing the nonstandard variants they may have learned in their homes and communities. The discussion is highlighted in the paper with classroom stories, anecdotes, and vignettes. The paper contains the following sections: Introduction; The Ebonics Controversy; Black English: A Dangerous Label; Focus on Function, Not Form; Strategies for Teaching Conventional English; A Balanced View of Language; and Useful Links on the Subject of English Variants. Contains 12 references

Building Academic Language Proficiency for English Learners

Academic language proficiency is essential for success in school, especially for English Learners (ELs). However, it is a skill which receives little attention. Many ELs frequently exit from language assistance programs because they perform well on social language tests and sound proficient in language interchange, due to strong basic interpersonal communication skills. However, they may still struggle in content areas due to poor academic language proficiency. This article’s main goals are to illustrate the value of academic language comprehension and offer teaching techniques that will help ELs develop this skill. These strategies, which play to English Learners’ strengths, incorporate cognates and academic word lists into instruction

Diversity, Dignity, Equity, and Inclusion in the Age of Division, Discord, and Disunion: Stereotyping, Sexist, Hegemony in Education

The article addresses diversity issues related to language, gender, and culture. Topics include fundamental areas of research essential to the discussion on language diversity in the context of education with respect to equity, poverty, stereotype threat, Pygmalion Effect, non-sexist language, and Matthews Effect. The discussion on diversity and equity creates a space to think about issues of access, opportunity, voice, and equal participation within society and educational settings. Diversity among humans requires thoughtful considerations, accommodations, and differentiations in educational treatment, yet providing equal opportunities for growth and learning for all

Kidwatching Going beyond the Language of the Test

A study examined the linguistic forms in the discourse of speakers during a language test to indicate why they use certain specific forms over others. Ten children were given the Grammatical Analysis of Elicited Language--Simple Sentence Level Test (GAEL), a language proficiency test for hearing-impaired children in the age group of 4 to 8 years. Three students were videotaped during administration of the test, and the other students\u27 final responses (omitting the intermediate discourse) were recorded. Some of the test items on which the maximum number of children deviated from the target response were analyzed for common traits and classified in different linguistic categories, including redundancy, ellipsis, negation, conjunction, and nominalization. Results indicated that as many as 10 and as few as 1 of the children deviated from the target response on many test items. However, analysis of the children\u27s previous discourse indicated that many of the deviations were still pragmatically appropriate responses even though they did not match the target response exactly. Pedagogical implications are that teachers can use language tests as a kidwatcher\u27s guide by observing language usage of children during test administration without having to feel guilty and by using dialog to go beyond test language to obtain more information on a child. (One table of data is included; 18 references are attached.

Vermont Organic Silage Corn Performance Trial

The University of Vermont Extension Northwest Crops and Soils Program conducted an organic silage corn variety trial in 2018 to provide unbiased performance comparisons of commercially available varieties. With the expansion of the organic dairy industry in our region there is increased interest in organic corn silage production. To determine varieties that are best suited to this production system and our region’s climate, we evaluated 11 commercially available organic corn silage varieties. It is important to remember that the data presented are from a replicated research trial from only one location in Vermont and represent only one season. Crop performance data from additional tests in different locations and over several years should be compared before making varietal selections