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

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

Matthew effects in young readers:reading comprehension and reading experience aid vocabulary development

The authors report data from a longitudinal study of the reading development of children who were assessed in the years of their 8th, 11th, 14th, and 16th birthdays. They examine the evidence for Matthew effects in reading and vocabulary between ages 8 and 11 in groups of children identified with good and poor reading comprehension at 8 years. They also investigate evidence for Matthew effects in reading and vocabulary between 8 and 16 years, in the larger sample. The poor comprehenders showed reduced growth in vocabulary compared to the good comprehenders, but not in word reading or reading comprehension ability. They also obtained lower scores on measures of out-of-school literacy. Analyses of the whole sample revealed that initial levels of reading experience and reading comprehension predicted vocabulary at ages 11, 14, and 16 after controlling for general ability and vocabulary skills when aged 8. The authors discuss these findings in relation to the influence of reading on vocabulary development