15 research outputs found
Improving the Odds: Identifying Language Activities that Support the Language Development of Preschoolers with Poorer Vocabulary Skills
The aim of the current study is to determine what language activities Norwegian preschool children took part in, and to examine whether these language activities predict childrenâs language comprehension. We tested children (n = 134) with language measures at age 4/5 and age 5/6 and interviewed their teachers (n = 71) about the kinds of language activities the children engaged in during that school year. Teachers reported a variety of classroom language activities, ranging from informal language stimulation of everyday situations to more explicit language activities such as book reading, language games, vocabulary training and school preparation groups. Book reading every day significantly predicted childrenâs language comprehension
Facilitating studentsâ sense-making in modern history through a computer-supported note-sharing tool
15th Biennial Conference Earli 2013, Munich, 27.09.13 - 01.10.13
Studiemotivasjon : en empirisk undersÞkelse av endring i mÄlorientering ved tilbakeslag i studiene
SAMMENDRAG AV MASTEROPPGAVEN I PEDAGOGIKK
STUDIEMOTIVASJON
- en empirisk undersÞkelse av endring i mÄlorientering
ved tilbakeslag i studiene
Teoretisk bakgrunn
MĂ„lorientering ble opprinnelig utviklet for Ă„ forklare prestasjonsrelatert atferd og dreier
seg om Ă„rsaker til at elever eller studenter arbeider med studiene. Opprinnelig var det
vanlig Ä skille mellom to hovedtyper av mÄl; mestringsmÄl som orienterer studenter mot Ä
utvikle sin kompetanse, og prestasjonsmÄl der fokuset enten er pÄ Ä utkonkurrere andre
eller Ä unngÄ Ä fremstÄ som inkompetent. MestringsmÄl assosieres med en rekke
hensiktsmessige konsekvenser som for eksempel bruk av effektive lĂŠringsstrategier,
positive attribusjonsmĂžnstre, selvregulering og hĂžy forventning om mestring.
Forskningsresultatene i forhold til prestasjonsmÄl er noe mer inkonsistente.
I den senere tid har flere teoretikere pÄpekt behovet for Ä utvikle mer nyanserte skiller
mellom de ulike mÄlene, spesielt nÄr det gjelder prestasjonsmÄl. Det er foreslÄtt Ä skille
mellom to former for prestasjonsmÄl; performance-approach goals der mÄlet er Ä
utkonkurrere andre og performance-avoidance goals der mÄlet er Ä klare seg sÄpass at
andre ikke oppfatter en som dum eller inkompetent. Denne revideringen av de opprinnelige
teoriene har fÞrt til debatt som har forgÄtt i Journal og Educational Psychology. Debatten
har primĂŠrt dreiet seg om hvorvidt en orientering mot performance-approach goals kan
oppfattes som hensiktsmessig.
Problemstilling og metode
I dag er skillet mellom de to formene for prestasjonsmÄl vidt akseptert, men det er
fremdeles en del uavklarte spÞrsmÄl rundt performance-approach goals. Blant annet har
enkelte forskere pekt pÄ mulige risikofaktorer ved en slik mÄlorientering. Midgley, Kaplan
og Middleton (2001) har for eksempel stilt spÞrsmÄl ved om en slik mÄlorientering kan
gjÞre studenter spesielt utsatte for en uhensiktsmessig utvikling, sÊrlig nÄr de fÄr negativ
tilbakemelding eller opplever akademisk tilbakeslag. Kanskje vil en student som har hĂžy
grad av performance-approcah goals og som opplever tilbakeslag i studiene (for eksempel i
form av dÄrlig karakter pÄ eksamen) orienteres mot performance-avoidance goals?
Jeg Þnsket Ä undersÞke dette, altsÄ i hvilken grad performance-approach goals endres ved
tilbakeslag i studiene. Min hypotese er at hvor sterkt en student er orientert mot
performance-approach goals vil predikere hvor sterkt denne studenten orienteres mot
performance-avoidance goals etter tilbakeslag i studiene. For Ă„ undersĂžke dette har jeg
brukt data som er samlet inn i forbindelse med prosjektet Selvregulert lĂŠring og
tekstforstÄelse (SRLTC). Utvalget bestÄr av en gruppe lÊrerstudenter fra en hÞgskole pÄ
Ăstlandet. Jeg har sett pĂ„ rapportering av mĂ„lorientering hos studentene i fĂžrste Ă„r av
utdannelsen, eksamenskarakterer pÄ slutten av fÞrste Är og ny rapportering av
mÄlorientering andre Är av utdannelsen. Min forskningshypotese er:
For studenter som opplever tilbakeslag i studiene gjelder det at hvor hÞyt man skÄrer pÄ
performance-approach goals fÞrste Är forutsier hvor hÞyt man skÄrer pÄ performanceavoidance
goals andre Är nÄr man kontrollerer for mestringsmÄl og performance-avoidance
goals fĂžrste Ă„r.
For Ă„ teste hypotesen har jeg identifisert grupper med studenter som kan ha opplevd
tilbakeslag i studiene. Dette gjorde jeg pÄ grunnlag av eksamenskarakterer. Jeg analyserte
dataene ved hjelp av multippel regresjon fordi en slik metode gir mulighet til Ă„ undersĂžke
unik prediksjonskraft. Jeg argumenterte for Ă„ gjĂžre separate analyser for hver av
eksamenene, blant annet fordi det er mulig at studentene har ulike grenser for hva som
oppleves som tilbakeslag i de ulike fagene. I tillegg gjorde jeg en separat analyse for en
gruppe studenter som fikk dÄrlige resultater pÄ alle eksamenene.
Konklusjon
Resultatene stĂžtter ikke min hypotese. Derimot indikerer de at det er en negativ
sammenheng mellom mestringsmÄl fÞrste Äret og performance-avoidance goals andre Äret.
Det vil si at jo hÞyere en student skÄrer pÄ mestringsmÄl fÞrste Äret, jo lavere vil studenten
skÄre pÄ performance-avoidance goals andre Äret, noe som antyder at jo mer fokusert en
student er pÄ Ä utvikle sin kompetanse og faktisk lÊre, jo mindre vil denne studenten vÊre
opptatt av ikke Ä dumme seg ut og fremstÄ som inkompetent. I tillegg indikerer resultatene
at performance-avoidance goals mÄlt fÞrste og andre Äret henger sammen, noe som
innebĂŠrer at en student som fĂžrste Ă„ret er opptatt av hvordan andre oppfatter en og som har
som mÄl Ä klare seg sÄpass at han ikke fremstÄr som dum og inkompetent, antakelig vil
fortsette Ä ha dette som mÄl andre Äret. Disse mÞnstrene ser ut til Ä gjelde uavhengig av
eksamenskarakterer, altsÄ bÄde for studenter som gjÞr det dÄrlig pÄ eksamen og for de som
gjÞr det bra pÄ eksamen.
Jeg identifiserte i tillegg en âtilbakeslagsgruppeâ pĂ„ grunnlag av alle eksamenene, altsĂ„
studenter som fikk dÄrlige karakterer pÄ alle de tre eksamenene, og gjorde en separat
analyse for disse. Her oppstod et mĂžnster som nĂŠrmer seg min hypotese, men resultatet var
ikke signifikant, muligens pÄ grunn av et for lite antall deltakere i denne analysen. Jeg
foreslÄr at fremtidig forskning gjÞr lignende analyser for stÞrre grupper studenter for Ä
undersĂžke om denne tendensen kan vĂŠre reliabel
PERSISTENCE AND FADEOUT: Investigating long-term effects of a language intervention for children at risk
Disentangling the Far Transfer of Language Comprehension Gains Using Latent Mediation Models
Improving Language Comprehension in Preschool Children with Language Difficulties: A Cluster Randomized Trial.
Background: Children with language comprehension difficulties are at risk of educational and social problems, which in turn impede employment prospects in adulthood. However, few randomized trials have examined how such problems can be ameliorated during the preschool years.
Methods: We conducted a cluster randomized trial in 148 preschool classrooms. Our intervention targeted language comprehension skills and lasted 1 year and 1 month, with five blocks of 6 weeks and intervention three times per week (about 75 min per week). Effects were assessed on a range of measures of language performance.
Results: Immediately after the intervention, there were moderate effects on both near, intermediate and distal measures of language performance. At delayed follow-up (7 months after the intervention), these reliable effects remained for the distal measures.
Conclusions: It is possible to intervene in classroom settings to improve the language comprehension skills of children with language difficulties. However, it appears that such interventions need to be intensive and prolonged
Disentangling the far transfer of language comprehension gains using latent mediation models
While we know that interventions targeting oral language can be effective, little is known about what drives these effects. In this study, we examine whether gains in transfer measures are mediated through the specific words that are trained in a language intervention. Based on a largeâscale randomized controlled trial of language intervention in 4â to 5âyearâold children, latent mediation models were used to disentangle oral language gains in transfer measures. The results first showed that the effects of the language intervention and the transfer effects are generated through expressive rather than receptive measures of language. Second, we found that the effects of the intervention on intermediate transfer measures of language were mediated through the ability to define the trained words. Third, and critically, for far transfer measures that did not contain any of the trained words, the effects were mediated through the trained words. The findings relate to theories of transfer and support the idea that far transfer is possible, at least within the same domain. In addition, it seems that effects on receptive language skills are difficult to obtain and that what is improved is instead the children's ability to express themselves and use procedures to explain words. Thus, to optimize intervention effects, future studies should focus on expressive language
The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review
The linguistic comprehension programs included in this review display a small positive immediate effect on generalized outcomes of linguistic comprehension. The effect of the programs on generalized measures of reading comprehension is negligible. Few studies report followâup assessment of their participants.
Children who begin school with proficient language skills are more likely to develop adequate reading comprehension abilities and achieve academic success than children who struggle with poor language skills in their early years. Individual language difficulties, environmental factors related to socioeconomic status (SES), and having the educational language as a second language are all considered risk factors for language and literacy failure.
Intervention programs have been designed with the aim of supporting atârisk children's language skills. In these programs, the instructional methods typically include a strong focus on vocabulary instruction within the context of storytelling or text reading. Elements that directly activate narrative and grammatical development are often included
Improvement in oral language interventions: Differences and relation between effects on treatment-inherent measures and effects on standardized tests
Whether the effects of an oral-language intervention is tested with measures of trained vocabulary (treatment-inherent tests) or standardized measures (treatment-independent tests) can have consequences for the mean effect size in meta-analyses. Moreover, based on a theory of transfer effects, effects on the trained words could serve as an index of how much benefit is gained by children from the intervention. We present a meta-analysis that assesses the differences and relation between the intervention effects of these two types of outcomes, trained vocabulary and standardized vocabulary tests. The results show large effects on trained vocabulary, limited effects on standardized measures, and no clear relation between the two. The moderator analysis indicates that less instruction time is associated with larger effect sizes on trained vocabulary but that trained vocabulary is not a predictor of either standardized expressive or receptive vocabulary. Thus, in interventions and meta-analyses, it is important to distinguish between effects on trained vocabulary and standardized tests, and trained vocabulary effects does not necessarily transfer to standardized measures. This indicates that effects on trained vocabulary outcomes provide limited information when evaluating language interventions