State efforts to improve children's oral health

Caption title."November 20, 2002."Supported by the United States Department of Health and Human Services, Centers for Disease Control and Prevention cooperative agreement. H75/CCH32206

The Magic of Wondering: Building Understanding Through Online Inquiry

The ability to ask questions is essential to learning, reasoning, and understanding. This column introduces a sequence of activities that incorporate the use of digital images and online texts into intentional opportunities for even the youngest learners to work with their teachers and classmates as they wonder, anticipate, explore, and think deeply about things that matter to them

Sentence Stems That Support Reading Comprehension

Sentence stems are widely used by teachers, but what do we know about developing sentence stems and using them effectively? Sentence stems are intended to facilitate students’ participation in academic conversations and writing and support students to develop the language expected in school, but sometimes the stems do not provide the support intended. The authors explain how to develop supportive sentence stems

Writing in the Disciplines: How Math Fits Into the Equation [post-print]

© 2018 International Literacy Association Writing is an important mode of thinking and learning for elementary students. Consistent efforts have been made to encourage discipline-specific writing, yet defining qualities of elementary mathematical writing have historically been underdeveloped. This article offers educators a new framework that conceptualizes mathematical writing as writing to reason and to communicate mathematically. Specifically, the framework defines four types of elementary mathematical writing: exploratory, informative/explanatory, argumentative, and mathematically creative. The authors explain and explore these types and their associated purposes through classroom vignettes. Informed by existing practices in mathematics and writing, strategies are offered to support teachers in the implementation of mathematical writing

Of Research reviews and practice guides: Translating rapidly growing research on adolescent literacy into updated practice recommendations.

The demand for evidence-based instructional practices has driven a large supply of research on adolescent literacy. Documenting this supply, Baye, Inns, Lake, and Slavin’s 2019 article in Reading Research Quarterly synthesized far more studies, with far more rigorous methodology, than had ever been collected before. What does this mean for practice? Inspired by this article, I investigated how this synthesis compared with the 2008 U.S. Institute of Education Sciences practice guide for adolescent literacy. I also include two contemporary documents for context: Herrera, Truckenmiller, and Foorman’s (2016) review and the U.K. Education Endowment Foundation’s 2019 practice guide for secondary schools. I first examine how these documents define adolescent, reading, and evidence, and propose more inclusive definitions. I then compare their respective evidence bases, finding that the quality and quantity of evidence have dramatically changed. Only one of the 34 studies in the 2008 U.S. practice guide met Baye et al.’s inclusion criteria in 2019, and the average sample size in Baye et al.’s studies was 22 times as large as those in the 2008 U.S. practice guide. I also examine the potential implications for a new practice guide’s instructional recommendations and comment on the expansion of research in technology, disciplinary literacy, and writing—topics scarcely covered in the 2008 U.S. practice guide but which have been extensively researched since then. Finally, I call for revision of the U.S. practice guide and the establishment of standing committees on adolescent literacy to help educators translate the latest research findings into updated practices

Indirect Regulation of Environmental Hazards Through the Provision of Information to The Public: The Case of SARA, Title III

Title III of the Superfund Amendments and Reauthorization Act of 1986 seeks to reduce the risks of chemical accidents through a strategy of indirect regulation that relies on providing the public with information about chemical hazards. For this strategy to be effective, citizens must aggressively utilize the information provided to monitor industrial practices and press for risk reduction. Since prior research suggests it is very difficult to evoke the degree of citizen action that would be required to make a strategy of indirect regulation successful, and since the federal legislation provided no funds for implementation, there is a question o/whether the structures set up by Title III are sufficient to achieve its objectives. This article reports the results of a national study that examined selected aspects of the implementation of Title III in an effort to assess the likely outcome of its attempt at indirect regulation. Our focus is on the degree to which the Title Ill-mandated Local Emergency Planning Committees are pursuing policies that are likely to get the necessary information to citizens and foster community debate on hazardous materials issues

Serving highly vulnerable families in home-visitation programs

Home-visitation programs for families with young children are growing in popularity in the US. These programs typically seek to prevent child abuse and neglect and/or promote optimal development for infants, toddlers, and/or preschool-age children. This paper focuses on improving the capacity of home-visitation programs to meet the complex needs of highly vulnerable families with young children. Poverty, maternal depression and substance abuse, and domestic violence are noted as factors that place young children at risk for poor outcomes. The challenges of providing home-visitation services to families in which these risk factors are present are discussed. Family engagement, matching services to families’ needs, and staff capabilities are highlighted as areas in which improvements can be made to enhance home-visitation programs’ capacity to serve highly vulnerable families. Recommendations are given for improving the effectiveness of home-visitation programs in serving these families, as well for addressing policy and research issues related to the further development and evaluation of these programs.First author draf

Propaganda in an Age of Algorithmic Personalization: Expanding Literacy Research and Practice

In this commentary, the author considers the rise of algorithmic personalization and the power of propaganda as they shift the dynamic landscape of 21st‐century literacy research and practice. Algorithmic personalization uses data from the behaviors, beliefs, interests, and emotions of the target audience to provide filtered digital content, targeted advertising, and differential product pricing to online users. As persuasive genres, advertising and propaganda may demand different types of reading practices than texts whose purpose is primarily informational or argumentative. Understanding the propaganda function of algorithmic personalization may lead to a deeper consideration of texts that activate emotion and tap into audience values for aesthetic, commercial, and political purposes. Increased attention to algorithmic personalization, propaganda, and persuasion in the context of K–12 literacy education may also help people cope with sponsored content, bots, and other forms of propaganda and persuasion that now circulate online

A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension

Although numerous studies have identified a correlational relationship between vocabulary and comprehension, we know less about vocabulary interventions that impact reading comprehension. Therefore, this study is a systematic review of vocabulary interventions with comprehension outcomes. Analyses of 36 studies that met criteria are organized around (a) type of comprehension measure (i.e., comprehension of passages that included taught words or more generalized comprehension measures) and (b) type of intervention (i.e., direct teaching of word meanings or word‐learning strategies). The authors looked for patterns in characteristics of vocabulary instruction within these analyses. Their findings led to four major themes: (1) Teaching of word meanings supported comprehension of text containing the target words in almost all cases; (2) instruction that focused on some active processing was typically more impactful than a definition or a dictionary method for supporting comprehension of text containing the target words, but we do not know how much instruction is sufficient; (3) there is very limited evidence that direct teaching of word meanings, even long‐term, multifaceted interventions of large numbers of words, can improve generalized comprehension; and (4) there is currently no empirical evidence that instruction in one or two strategies for solving word meanings will impact generalized comprehension. However, studies that actively teach students to monitor their understanding of vocabulary and to use multiple, flexible strategies for solving word meanings are a promising area for future research. The authors discuss the implications of these themes, as well as critical avenues for future vocabulary research.Chinese虽然许多研究已经确定了词汇与阅读理解之间的相关关系,但在词汇干预教学对阅读理解的影响方面,我们所知道的则较少。因此,本研究针对词汇干预教学及其阅读理解学习成果,作一个系统性文献综述。符合标准的36个研究按其类别分两方面作分析:(a)阅读理解测验的类型(即,包含已教过的单字的文章阅读理解测验或较广义的阅读理解测验);(b)干预教学的类型(即,单字意义的直接教学或单字学习策略)。本文作者在这些分析中寻找词汇教学特点的模式,其分析结果带出四个主要主题︰(1)在几乎所有情况下,单字意义教学能支援含有目标单字的文本阅读理解;(2)就支援含有目标单字的文本阅读理解而言,侧重于一些主动性文本处理的教学,通常比单字定义教学或字典教学更有影响力,但本文作者不知道多少教学才足够; (3)单字意义的直接教学,甚至是长期性的,多方面的大量单字干预教学,均只有非常有限的证据证明可以提高广义的阅读理解; (4)目前还没有实证研究证据证明只教一两个解决单字义的学习策略就能对广义阅读理解产生影响。然而,在未来研究中,那些积极指导学生监控自己对词汇的理解和使用多样灵活的字义解决策略的研究,应是一个有希望的领域。本文作者最后讨论这四个主题的启示,以及未来词汇研究的关键途径。SpanishAunque numerosos estudios han mostrado una relación correlativa entre el vocabulario y la comprensión, no sabemos tanto sobre las intervenciones de vocabulario que impactan la comprensión lectora. Por ende, este estudio es una revisión sistemática de intervenciones de vocabulario que incluyen comprensión. Los análisis de 36 estudios que satisfacen dicho criterio fueron organizados de acuerdo a (a) la clase de comprensión medida (p. ej., la comprensión de pasajes que incluían palabras enseñadas o medidas de comprensión más generalizadas) y (b) la clase de intervención (p. ej., la enseñanza directa del significado de las palabras o estrategias para aprender palabras). Los autores buscaron patrones en las características de la instrucción de vocabulario dentro de estos análisis. Encontraron cuatro temas principales: (1) La enseñanza del significado de palabras apoya la comprensión de textos que incluyen dichas palabras en casi todos los casos; (2) la instrucción enfocada en algún procesamiento activo tiene típicamente un impacto mayor que una definición o el uso del diccionario para apoyar la comprensión del texto con las palabras indicadas, pero no sabemos cuánta instrucción se necesita; (3) hay poca evidencia de que la enseñanza directa del significado de las palabras, aún en intervenciones multifacéticas a largo plazo de muchas palabras, mejora la comprensión en general; y (4) actualmente no hay evidencia empírica alguna que la instrucción usando una o dos estrategias para resolver el significado de palabras impacta la comprensión general. Sin embargo, instrucción que les enseña activamente a los estudiantes a supervisar su propio entendimiento del vocabulario y a usar varias estrategias flexibles para encontrar el significado de las palabras prometen ser un área para investigaciones futuras. Los autores discuten las implicaciones de estos temas al igual que vías de vital importancia para futuras investigaciones sobre el vocabulario.Arabicعلى الرغم من أن العديد من الدراسات قد حددت العلاقة الارتباطية بين المفردات والفهم، لا تزال معرفتنا اقل بالنسبة لتدخلات المفردات التي تؤثر على القراءة والفهم. وبالتالي، فإن هذه الدراسة تراجع منهجية تدخل المفردات المؤثرة على الفهم. تم تنظيم التحاليل التي أجريت على 36 دراسة تلبي معايير (أ) نوع مقياس الفهم (أي: فهم المقاطع التي شملت الكلمات المدرسة أو تدابير الفهم الأكثر عمومية) (ب) نوع التدخل (أي التعليم المباشر لمعاني الكلمات أو استراتيجيات تعلم الكلمات). نظر المؤلفون عن أنماط خصائص تعليم المفردات ضمن هذه التحليلات. وأدت نتائجهم إلى أربعة محاور رئيسية هي: (1) تدريس معاني الكلمات التي تدعم فهم النص الذي يحتوي على الكلمات المستهدفة في جميع الحالات تقريبا، (2) التعليمات التي تركز على المعالجة الفعَّلة كانت عادة أكثر تأثيرا من تعريف الكلمة أو الأسلوب القاموسي لدعم فهم النص الذي يحتوي على الكلمات المستهدفة، لكننا لا نعرف ما هو الكافي من التعليمات. 3) هناك أدلة محدودة للغاية أن التعليم المباشر لمعاني الكلمات، وحتى على المدى الطويل، او التدخلات المتعددة الأوجه لأعداد كبيرة من الكلمات، يمكن أن يحسن الفهم العام. و (4) لا يوجد حاليا أي أدلة تجريبية أن التعليمات العملية في واحد أو اثنين من استراتيجيات تحليل معاني كلمة سيؤثر على الفهم العام. لكن، الدراسات التي تعلم الطلاب بنشاط مراقبة فهمهم للمفردات، واستخدام عدة استراتيجيات مرنة من أجل تحليل معاني الكلمات لها مبَشِّـرات للبحوث المستقبلية. يناقش المؤلفون الآثار المترتبة على هذه المحاور، وكذلك السبل الهامة في بحثوث المفردات المستقبلية.RussianМногочисленные исследования установили корреляцию между словарным запасом и пониманием текста, однако о лексических вмешательствах, которые дают положительный эффект для понимания прочитанного, известно немного. Поэтому был предпринят системный обзор подобных лексических интервенций. Анализ выбранных по определенному принципу 36 исследований сосредоточен на (a) критериях понимания (понимание абзацев, содержащих изученные слова, или критерии более общего характера) и (б) типе вмешательства (прямое обучение значениям слова или освоение стратегий работы с лексикой). В рамках данного обзора авторы пытались классифицировать полученные выводы. Выделены четыре лейтмотива: (1) почти всегда обучение значениям слова приводит к пониманию текста, содержащего целевую лексику; (2) обучение, связанное с активными лексическими упражнениями, как правило, более эффективно для понимания текста, содержащего целевую лексику, чем работа с определениями или словарями, но пока неясно, каков должен быть объем обучения; (3) существует совсем мало доказательств того, что прямое обучение значениям слова и даже долгосрочные, многогранные вмешательства, включающие большое количество лексики, улучшают общее понимание почитанного; (4) в настоящее время нет никаких эмпирических доказательств того, что обучение одной или двум стратегиям, позволяющим уловить смысл слова, положительно влияет на общее понимание прочитанного. Однако наиболее перспективным направлением для исследований представляется ситуация, когда школьников активно обучают самоконтролю при освоении лексики и дают им разнообразные гибкие стратегии для понимания смысла слов. В статье обсуждается значение полученных выводов, а также критически важные направления для будущих исследований.FrenchQuoique de nombreuses recherches aient mis en évidence une corrélation entre le vocabulaire et la compréhension, nous ne savons pas grand‐chose des interventions relatives au vocabulaire qui ont un impact sur la compréhension de la lecture. Cette étude est par conséquent une revue systématique des interventions en matière de vocabulaire et de leurs effets sur la compréhension. Les analyses des 36 études répondant aux critères sont organisées autour de (a) le type de mesure de la compréhension (i.e. la compréhension de passages qui incluent les mots enseignés ou des mesures plus générales de la compréhension) et (b) le type d’intervention (i.e. un enseignement direct de la signification des mots ou des stratégies d’apprentissage des mots). Les auteurs ont examiné les structures des caractéristiques de l’enseignement du vocabulaire au cours de ces analyses. Les résultats conduisent à quatre conclusions principales : (1) Enseigner la signification des mots est presque toujours bénéfique à la compréhension du texte contenant les mots cibles ; (2) un enseignement focalisé sur un processus actif a de façon typique un impact supérieur à une méthode qui donne la définition du vocabulaire pour améliorer la compréhension du texte contenant les mots cibles, mais sans pouvoir préciser quelle quantité d’enseignement est suffisante. (3) Il y a très peu de preuves qu’un enseignement direct de la signification des mots, et même que des interventions longues et multidimensionnelles d’un grand nombre de mots, puissent conduire à une compréhension générale ; et (4) on n’a actuellement pas de preuve empirique que l’une ou l’autre de ces deux stratégies de connaissance du sens des mots ait un impact sur la compréhension en général. Toutefois, les recherches qui enseignent aux élèves à diriger de façon active leur compréhension du vocabulaire et qui utilisent des stratégies multiples et souples de compréhension des mots sont un domaine prometteur pour les recherches à venir. Les auteurs discutent des implications de ces conclusions, ainsi que des voies pertinentes pour les futures recherches sur le vocabulaire.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/136457/1/rrq163_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/136457/2/rrq163.pd