Predicting Kindergarteners' End-Of-Year Spelling Ability Based On Their Reading, Alphabetic, Vocabulary, And Phonological Awareness Skills, As Well As Prior Literacy Experiences

This study examined the role of home literacy, parental education, and demographic factors in addition to conventional literacy skills at the beginning and end of kindergarten in predicting end-of-kindergarten spelling achievement. The study involved 9 schools and 29 classrooms serving an economically and ethnically diverse population (N = 288). Students spelled three types of words: sight words, decodable real words, and decodable pseudowords; spellings were scored to allow partial credit for invented spelling. Results from a three-step hierarchical regression indicated the variables accounted for 66% of the variance in spelling scores, with the single strongest spring predictor being a 1-minute letter-sound fluency test. Implications for instruction and for identifying students at risk for spelling and reading difficulties are discussed

Evaluating the Dimensionality of First-Grade Written Composition

Purpose—We examined dimensions of written composition using multiple evaluative approaches such as an adapted 6+1 trait scoring, syntactic complexity measures, and productivity measures. We further examined unique relations of oral language and literacy skills to the identified dimensions of written composition. Method—A large sample of first grade students (N = 527) was assessed on their language, reading, spelling, letter writing automaticity, and writing in the spring. Data were analyzed using a latent variable approach including confirmatory factor analysis and structural equation modeling. Results—The seven traits in the 6+1 trait system were best described as two constructs: substantive quality, and spelling and writing conventions. When the other evaluation procedures such as productivity and syntactic complexity indicators were included, four dimensions emerged: substantive quality, productivity, syntactic complexity, and spelling and writing conventions. Language and literacy predictors were differentially related to each dimension in written composition. Conclusions—These four dimensions may be a useful guideline for evaluating developing beginning writer’s compositions

B-4 Social Networks in Diverse K-12 Classrooms

The study of social relationships in K-12 classrooms and schools remains of interest to the field of education, yet the research is underdeveloped and underutilized. Social network analysis (SNA) provides the structure for answering questions concerning peer relationships and how those relationships shape the students’ experience in the school setting. Understanding relationships through the mapping of interactions is valuable information for educators and students. This is particularly true for students with disabilities and learning differences. This research project will study the way relationships form and develop in K-12 classrooms with diverse populations, particularly focusing on students with disabilities and learning differences. Observations, surveys and interviews will be used for data collection in order to present the basic network structure quantitatively and qualitatively, which includes but it is not limited to social and academic networks of students in select diverse K-12 classrooms. This study will also seek to identify central and peripheral actors as well as the characteristics and perceived reasons that students operate in a position of influence or in the periphery of the network. In this presentation we will focus on the literature review and the methodology of this research study

P-07 Characteristics of Adequate and Inadequate Responders in a Fluid Multi-Tier Model

Despite the widespread use of Response to Intervention (RtI) since the revision of IDEA 2004, there is a paucity of research describing both instruction and intervention within a fluid multi-tiered model. The present study used a mixed methods approach to learn more about differences in initial skills and child characteristics between adequate and inadequate responders during a year-long fluid multi-tier RtI model. Three research questions were asked, the first two questions compared 147 students who received intervention at Tier 2 and 3, but who were adequate responders compared to 23 students who were inadequate responders based upon initial criteria using a Discriminate Function Analysis (DFA). The third question included only the inadequate responders (23) looking in depth and coding their behavior and emotions during intervention. The DFA showed that teacher judgment, initial language, and literacy skills adequately predicated group membership based upon the initial criteria. Adding child characteristics to the initial skills did add a unique variance, but there was very little difference between the two models. The inadequate responders did show specific emotions and behavior during intervention; however it did not yield any specific information that would help teachers and administrators to identify inadequate responders from adequate responders

Accomodating Students with Disabilities in Higher Education

Students who choose to attend Seventh-day Adventist colleges and universities often do so because they want to experience the unique Christian worldview that permeates the curriculum. Many want more than a school where religious classes are taught— they expect the entire curriculum to be infused with Seventh-day Adventist values. Students with disabilities who enroll in Adventist colleges and universities desire these same college experiences. Recent figures (2012) released by the United States government show that almost 11 percent of undergraduates across the nation (almost two million students) have one or more disabilities. Approximately 15 percent of these have mobility impairments, six percent have hearing impairments, and three percent are blind or visually impaired. The largest group of students with disabilities is those with “hidden” disabilities such as language-processing disorders (often referred to as dyslexia), Attention Deficit/Hyperactivity Disorder (ADHD), mental illness, and autism. Disability service offices may only be aware of a fraction of these students, as many do not choose to identify themselves in college

P-16 Predictors of Bullying Behaviors Among Adolescents in Saudi Arabia: The Role of Self-Esteem, Emotional Intelligence, and Moral Disengagement

Over the last years, there is a growing recognition of the bullying phenomena and its influence on students\u27 social, emotional, and academic lives. In Saudi Arabia, researchers conducted an exploratory study in bullying in high school and found various forms of bullying (verbal, physical, sexual, psychological/social, and cyberbullying) were reported among Saudi students (AlBuhairan et al., 2016). Among 12- to 18- year-old students who attend school in Saudi Arabia, bullying victimization was reported at 26% (AlBuhairan et al., 2017). Another study in Saudi Arabia found that bullying behavior was ranked as the first and most common aggressive behavior among school students in Riyadh, the capital city, at 31.5% (Al-Qahtani, 2009). This study aimed to investigate how adolescents\u27 self-esteem, emotional intelligence, and moral disengagement may influence bullying behavior among adolescents in Saudi Arabia. A total of 735 participants (378 male and 357 female) were obtained from high schools ages between 14 and 18 years old who attended public high schools in Saudi Arabia during the 2022 academic year. Participants completed a survey consisting of demographic questions such as gender and grade level, The Bullying and Cyberbullying Scale (BCS-A), Rosenberg\u27s Self-Esteem Scale (RSES), Wong and Law Emotional Intelligence Scale (WLEIS), and Bandura\u27s Moral Disengagement Scale (MDS). The statistical analyses utilized will involve descriptive statistics, One-Way MANOVA, and Structural Equation Modeling (SEM) analysis. The findings will underline the importance of extending our understanding of the bullying phenomenon among adolescents

Exploring the amount and type of writing instruction during language arts instruction in kindergarten classrooms.

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 min instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners\u27 writing performance

Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders

We had two primary purposes in the present study: (1) to examine unique child-level predictors of written composition which included language skills, literacy skills (e.g., reading and spelling), and attentiveness and (2) to examine whether instructional quality (quality in responsiveness and individualization, and quality in spelling and writing instruction) is uniquely related to written composition for first-grade children (N = 527). Children\u27s written composition was evaluated on substantive quality (ideas, organization, word choice, and sentence flow) and writing conventions (spelling, mechanics, and handwriting). Results revealed that for the substantive quality of writing, children\u27s grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness were uniquely related. Teachers’ responsiveness was also uniquely related to the substantive quality of written composition after accounting for child predictors and other instructional quality variables. For the writing conventions outcome, children\u27s spelling and attentiveness were uniquely related, but instructional quality was not. These results suggest the importance of paying attention to multiple component skills such as language, literacy, and behavioral factors as well as teachers’ responsiveness for writing development

Evaluating Students on the AU UFO in Your Course

Have you wondered how you will assess students on the AU UFO? This working session will give undergraduate faculty the opportunity to practice using the rubrics, which were developed over the summer, on real student work. Faculty will dialogue with colleagues on application of the rubrics across disciplines and skill levels, and will ultimately develop a shared understanding of how to use the rubrics in their courses

The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners

In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally (p = .06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, vocabulary was positively and uniquely related to word reading and spelling after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity