Comprehension as social and intellectual practice: Rebuilding curriculum in low socioeconomic and cultural minority schools

This article reframes the concept of comprehension as a social and intellectual practice. It reviews current approaches to reading instruction for linguistically and culturally diverse and low socioeconomic students, noting an emphasis on comprehension as autonomous skills. The Four Resources model (Freebody & Luke, 1990) is used to make the case for the integration of comprehension instruction with an emphasis on student cultural and community knowledge, and substantive intellectual and sociocultural content in elementary school curricula. Illustrations are drawn from research underway on the teaching of literacy in primary schools in low SES communities

Response to Intervention Screening and Progress Monitoring Practices in 41 Local Schools

This study describes response to intervention (RTI) screening and progress monitoring instruments and procedures in 41 local school settings. For screening the schools most often used published reading assessments or commercial products; a three times per year screening schedule was most prevalent. For progress monitoring schools most often relied on published reading assessments; a weekly progress monitoring schedule was most prevalent. The variability between local school practices is discussed with regard to efficiency, equity, and viability of RTI

Morphodynamic Study of a 2018 Mass-Stranding Event at Punta Umbria Beach (Spain): E ect of Atlantic Storm Emma on Benthic Marine Organisms

Very few mass stranding events of invertebrates have been reported. In this paper, we report a mass stranding of multiple benthic organisms occurred at Punta Umbría beach (S Spain) after the passage of storm Emma (28 February to 5 March 2018). The most abundant organisms were identified, and exceptional meteorological and oceanographic events were analyzed, as a basis to understand the causes of stranding. The morphodynamic changes a ecting the beach profile during the storm were inferred using a cross shore depth-integrated and time averaged numerical model (CSHORE). Among the stranded species, decapods (Upogebia spp., Atelecyclus undecimdentatus), sipunculids (Sipunculus nudus), starfish (Astropecten sp.), and sessile tunicates were dominant. Storm Emma involved extreme significant wave heights of up to 7.27 m, low pressures, strong SW winds, precipitations and spring tides that modified the seabed elevation to depth as deep as 10 m. Simulations suggest that benthic organisms living at a water depth between 10 to 0.3 m were buried under a layer of sediment of up to ca. 10 cm deposited during the storm. This burial preceded the transport of intertidal and subtidal benthic organisms to the dry beach, causing their stranding. Impacts on the quality of habitat, biodiversity and the productivity of coastal ecosystems are discussed

Exceptionally well-preserved vegetal remains from the Upper Cretaceous of "Lo Hueco", Cuenca, Spain

Vegetal remains are considered labile structures that quickly become decayed in ecosystems. However, certain lignified tissues (woody plants) can largely resist decomposition, becoming sometimes exceptionally well preserved. At the Upper Cretaceous site of ?Lo Hueco? (Cuenca, Spain), those woody remains (trunks and branches) with resinous material in the inner tracheids and parenchyma cells that were buried rapidly under anoxic conditions experienced a low degree of maturation, becoming exceptionally well preserved. Those woody remains deposited under oxic conditions (subaerial or sub-aquatic exposure) were more intensely biodegraded and subsequently carbonified, partially or completely mineralized in gypsum and covered by a ferruginous crust. These two modes of preservation are scarce, with silicification or carbonification processes much more common, and both can be considered as ?exceptional preservation?. Other vegetal remains, such as carbonified leaves, stems and roots, were collected in the site. The different modes of preservation depend directly on: depositional micro-environment (sandy distributary channel, muddy flood plain); and type (trunk, branch, stem, leave, root) and state (presence or absence of resinous material) of the material. The great abundance and diversity of fossils in ?Lo Hueco? identify it as Konzentrat-Lagersta¿tten, sequentially formed by alternated events of flooding and drying depositional events, but the exceptional quality and rarity of determinate vegetal macroremains preservation suggest that certain deposits of this site can be considered as conservation deposits

Assessing reading comprehension with narrative and expository texts: dimensionality and relationship with fluency, vocabulary and memory

Reading comprehension assessment should rely on valid instruments that enable adequate conclusions to be taken regarding students’ reading comprehension performance. In this article, two studies were conducted to collect validity evidence for the vertically scaled forms of two Tests of Reading Comprehension for Portuguese elementary school students in the second to fourth grades, one with narrative texts (TRC-n) and another with expository ones (TRC-e). Two samples of 950 and 990 students participated in Study 1, the study of the dimensionality of the TRC-n and TRC-e forms, respectively. Confirmatory factor analyses provided evidence of an acceptable fit for the one-factor solution for all test forms. Study 2 included 218 students to collect criterion-related validity. The scores obtained in each of the test forms were significantly correlated with the ones obtained in other reading comprehension measures and with the results obtained in oral reading fluency, vocabulary and working memory tests. Evidence suggests that the test forms are valid measures of reading comprehension.CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), Portugal. Grant FCOMP-01-0124-FEDER-010733 from Fundação para a Ciência e Tecnologia (FCT) and the European Regional Development Fund (FEDER) through the European program COMPETE (Operational Program for Competitiveness Factors) under the National Strategic Reference Framework (QREN). It was also supported by FCT grant SFRH/BD/94763/2013.info:eu-repo/semantics/publishedVersio

Stand Characteristics and Leaf Litter Composition of a Dry Forest Hectare in Santa Rosa National Park, Costa Rica

One hectare of tropical dry forest in Guanacaste Conservation Area, Costa Rica was mapped and all trees larger than 10 cm diameter at breast height (DBH) identified. The same hectare was sampled for leaf litter and the two data sets, forest and litter, were compared. Dominant and subdominant species of the forest are represented in the leaf litter, whereas rare tree species are highly variable in their representation in the leaf litter. Relative abundance of dominant and subdominant tree species is represented well by the litter although absolute rank-order is nor identical between source forest basal area and leaf litter mass. The litter adds a significant component to the source forest data owing to the presence of vines and lianas, and more rarely small trees or shrubs. This indicates that litter studies may be able to add depth to forest diversity surveys. The source forest also was used to test foliar physiognomic reconstructions of climate that have been proposed recently by paleobotanists as an alternative to taxonomic affinities methods. The observed climate of the area does not conform to the climatic values that were predicted by application of these new methods. RESUMEN Una hectÁrea de bosque seco tropical en el Area de ConservaciÓn de Guanacaste, Costa Rica fue mapeada, y todos los Árboles mayores de 10 cm de dap fueron identificados. En la misma hectÁrea, se tomaron muestras de hojarasca y los dos colecciones de datos. bosque y hojarasca, fueron comparadas. Se encontrÓ que las especies dominantes y subdominantes del bosque estaban representadas en las muestras de hojarasca, mientras que la presencia de especias arbÓreas raras en las muestras de mojarasca fue muy variable. La abundancia relativa de especies arbÓreas dominantesestÁ bien representada en la hojarasca aunque el Área basal del bosque de origen y la masa de hojarasca no heron idÉnticos en rangos absolutos. La hojarasca aÑade un componente significativo a los datos del bosque de origen debido a la presencia de bejucos y lianas en la hojarasca, y mÁs raramente Árboles pequeÑos y arbustos. Estos datos indican que los estudios de hojarasca pueden incrementar la precisiÓn de las estimaciones de la diversidad de los bosques. El bosque de origen fue usado tarnbien para examinar reconstrucciones del clima basados en la fisiognomia foliar recientemenre propuesras por paleobotÁnicas como una alternativa a mÉtodos de afinidad raxonÓmicas. El clima observado en el Área no corresponde con los valores climÁticos que fueron predecidos por la aplicaciÓn de estos nuevos mÉtodos.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/73234/1/j.1744-7429.1997.tb00034.x.pd

The Role of Orthographic and Semantic Learning in Word Reading and Reading Comprehension

We tested the theoretically driven hypotheses that children’s orthographic and semantic learning are associated with their word reading and reading comprehension skills, even when orthographic and semantic knowledge are taken into account. A sample of 139 English-speaking Grade 3 children completed a learning task in which they read stories about new inventions. Then, they were tested on their learning of the spelling and meaning of the inventions (i.e., orthographic and semantic learning, respectively). Word reading and reading comprehension were assessed with standardised tasks, and orthographic and semantic knowledge were assessed with choice tasks targeting the spelling and meaning of existing words. The results of our structural equation modeling indicated that orthographic learning predicted word reading directly and reading comprehension indirectly via word reading. We also found that semantic learning predicted reading comprehension directly. These findings support integration of the self-teaching hypothesis and the lexical quality hypothesis