Reading comprehension level and development in native and language minority adolescent low achievers:Roles of linguistic and metacognitive knowledge and fluency

In a longitudinal design, we measured 50 low-achieving adolescents’ reading comprehension development from Grades 7 to 9. There were 24 native Dutch and 26 language minority students. In addition, we assessed the roles of (a) linguistic knowledge, (b) metacognitive knowledge, and (c) reading fluency in predicting both the level and growth of reading comprehension. Students improved in reading comprehension, the language minority students more so than the native Dutch students. We can explain the level of reading comprehension by linguistic and metacognitive knowledge, whereas most fluency-related predictors appeared to be of minor importance. We can hardly explain the growth in reading comprehension by the predictors. Nevertheless, we found a significant interaction indicating that growth in vocabulary explained growth in reading comprehension for the language minority students. This finding seems to suggest that language minority students profit from gains in vocabulary, more so than native students

Writing proficiency level and writing development of low-achieving adolescents: The roles of linguistic knowledge, fluency, and metacognitive knowledge

In a longitudinal design, 51 low-achieving adolescents' development in writing proficiency from Grades 7 to 9 was measured. There were 25 native-Dutch and 26 language-minority students. In addition, the roles of (i) linguistic knowledge, (ii) metacognitive knowledge, and (iii) linguistic fluency in predicting both the level and development of writing proficiency were assessed. Low-achieving students improved in writing proficiency, the language-minority students more so than the native-Dutch students. Regarding the level of writing proficiency, individual differences between low-achieving adolescents could be accounted for by receptive vocabulary, grammatical knowledge, and speed of sentence verification, suggesting that these are important components in low-achieving adolescents' writing. Regarding development in writing proficiency, grammatical knowledge predicted variation between lowachieving students. Explanations and educational implications of these findings are discussed

Inferring trust

In this paper we discuss Liau's logic of Belief, Inform and Trust (BIT), which captures the use of trust to infer beliefs from acquired information. However, the logic does not capture the derivation of trust from other notions. We therefore suggest the following two extensions. First, like Liau we observe that trust in information from an agent depends on the topic of the information. We extend BIT with a formalization of topics which are used to infer trust in a proposition from trust in another proposition, if both propositions have the same topics. Second, for many applications, communication primitiv

Bridging the Gap: Cognitive and social approaches to research in second language learning and teaching.

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/139862/1/SSLA2014.pd

Beyond paradigm : The ‘what’ and the ‘how’ of classroom research

This article reviews studies in second language classroom research from a cross-theoretic perspective, arguing that the classroom holds the potential for bringing together researchers from opposing theoretical orientations. It shows how generative and general cognitive approaches share a view of language that implicates both implicit and explicit knowledge, and that holds a bias towards implicit knowledge. Arguing that it is implicit knowledge that should be the object of research, it proposes that classroom research would benefit from incorporating insights from a generative understanding of language. Specifically, there is a need for a more nuanced view of the complexity of language in terms of linguistic domain, and the interaction between those domains. Generative second language acquisition research that shows developmental differences in terms of both linguistic domain and interface is reviewed. The core argument is a call for more attention to the ‘what’ of language development in classroom research and, by implication, teaching practice. As such, the language classroom is seen to offer potential for research that goes beyond paradigm to address both the ‘what’ and the ‘how’ of language development