The Journal of Educational Research

İvrendi, Asiye; Erol, Ahmet; Atan, Abdullah

doi: 10.1080/00220671.2021.2007043pmid: N/A

Abstract This paper examines the relationship between early geometric skills, behavioral self-regulation skills, teacher-mother reported self-regulation skills, child age and family income in 5-6 year-old children. The participants (N = 202; 104 girls, 98 boys) average age was 71 months (sd = 4.82; Data on race/ethnicity were not asked to participants). This review found evidence that positive correlation among geometric skills, behavioral self-regulation skills, teacher-reported self-regulation skills and child age. And binary logistic regression analysis indicated that the predictors of children’s likelihood of being in the above average-level early geometric skills group were their behavioral self-regulation skills (3.3% to the odds), teacher-reported self-regulation skills (3.4% to the odds) and child age (8.8% to the odds).

Wang, Tzu-Ning; Jian, Yu-Cin; Wu, Chao-Jung; Li, Ping

doi: 10.1080/00220671.2021.2012637pmid: N/A

Abstract This study investigated that whether and how the mechanisms of self-regulated learning (SRL) strategy may underlie explicit behaviors of repeated studying and testing by an eye-tracking method. Sixty-three seventh-grade students read an illustrated science article and completed a reading test. Then they were asked to reread and retest. Our data indicated that skilled readers were more capable of using multiple representations during science reading: they allocated more attention to decoding diagrams and making references between the text and diagrams than less-skilled readers in the first study-test cycle. Further, skilled readers also demonstrate stronger self-regulatory attempts across study-test cycles, given a sharper decrease on eye-tracking indicators regarding diagrams. However, both groups had similar reading patterns regarding text across cycles. Seventh graders tend to apply self-regulatory processes aimed at memorizing more textual components but not for enhancing comprehension, and it suggests that seventh-grade readers’ SRL strategy might be still developing.

Lim, Yian Hoon; Lee, Joon Kiat; Ng, Weiliang; Teo, Tang Wee

doi: 10.1080/00220671.2021.2019659pmid: N/A

Abstract This paper reports on the evaluation results of the implementation of the Parallel Curriculum Model (PCM) in a Singapore secondary school for Grades 7-10. PCM was adopted by the school in 2016 to provide a comprehensive framework for designing the school’s curriculum around the core, connections, practice, and identity. Two years into the implementation, a systematic review was conducted to evaluate the efficacy of this model on students’ learning. A 39-item 5-point scale survey instrument was conceptualized to measure students’ self-perception around four constructs—(a) critical and conceptual thinking, (b) problem solving and communication, (c) creative thinking, and (d) learning strategies adopted in the context of PCM curriculum. Rasch analysis of 862 students’ level of agreeability to these four constructs reported positive self-views. They also reported engaging effective learning strategies in the PCM curriculum. This study contributes to the paucity of research in evaluating the efficacy of the PCM on students’ learning.

Relyea, Jackie Eunjung; Zhang, Jie; Wong, Sissy S.; Samuelson, Courtney; Wui, Ma. Glenda Lopez

doi: 10.1080/00220671.2021.2022584pmid: N/A

Abstract Given the growing evidence of academic language demands embodied in science practices, this study aimed to design and evaluate the effectiveness of a literacy-science integrated program that emphasized the incorporation of academic vocabulary instruction and collaborative discussion of a socio-scientific issue in sixth-grade science classrooms in an urban school. The treatment students (n = 73) who participated in the intervention had significantly higher academic vocabulary knowledge and scientific argumentation posttest scores than the control students (n = 62). The effect on academic vocabulary knowledge was particularly greater for bilingual students than their monolingual peers. Mediation analyses revealed that the intervention effects on science content knowledge and scientific argumentation were mediated by academic vocabulary knowledge. Findings indicate that science teachers’ instructional scaffolding for academic vocabulary and authentic discourse can not only improve students’ academic vocabulary knowledge but also indirectly affect science content knowledge and scientific argumentation via academic vocabulary knowledge.

Yang, Juan; Qi, Xiaofei; Wang, Ling; Sun, Bo; Zheng, Mengxue

doi: 10.1080/00220671.2022.2027327pmid: N/A

Abstract Audio-assisted reading (reading-while-listening) was commonly used as a pedagogical method in English (L2) learning. Numerous studies had reported its efficacy in English (L2) reading. Its efficacy in reading comprehension has been inconclusive due to the lack of studies on the relationship among attention, cognitive load and L2 reading comprehension, with the possibility that the synchronous auditory input lessens attention to the visual input. We present a study of 41 Mandarin-speaking 8-year-old children reading English texts in three modes in a between-participants design. Data of cognitive load, comprehension scores and attention were fitted to a formal mathematical model, which confirmed that influences on L2 reading comprehension could be captured by interactions between attention and cognitive load. Based on the findings, three implications regarding how to appropriately apply auditory-assistant tools to L2 reading were generated.

van der Wilt, Femke; van der Veen, Chiel; Michaels, Sarah

doi: 10.1080/00220671.2022.2029806pmid: N/A

Abstract In the present study, it was hypothesized that the proportion of open questions teachers ask during shared book reading would be directly and indirectly (through class aggregated mean length of utterance) related to children’s vocabulary and would be directly and indirectly (through class aggregated mean length of children’s utterance and vocabulary) related to children’s narrative competence. A total of 7 early childhood teachers and 176 pupils participated in this study. Outcomes of mediation analyses revealed that the proportion of open questions was positively related to class aggregated mean length of children’s utterance and vocabulary and negatively related to narrative competence. In addition, the proportion of open questions was indirectly and positively related to children’s narrative competence, through class aggregated mean length of children’s utterance. The results of this study indicate that the type of questions teachers ask during shared book reading is related to children’s language competence.

Mirhosseini, Seyyed-Abdolhamid; Emadi, Azadeh

doi: 10.1080/00220671.2022.2029807pmid: N/A

Abstract This study explores the possibilities and challenges of teaching English as a foreign language (EFL) based on multiliteracies perspectives within New Literacy Studies (NLS). Teaching materials were developed for a group of Iranian EFL learners based on the four principles of NLS and were taught based on the same principles aiming at creating alternative language learning experiences. Class recordings, fieldnotes, interviews, and learners’ notebooks were collected as our data over three months, and were analyzed based on a grounded theory approach through coding procedures in search of emerging ideas about NLS-based EFL pedagogy. The findings revealed four possibilities: relevance to learners, their active engagement, their self-reliance, and owning the language forms. The challenges appeared to be stemming from preconceptions of the teacher and the students about language teaching, learning, and assessment. We discuss aspects of such opportunities and challenges in Iran, with possible implications for many similar EFL settings.

Spruhan, Helen; Niolaki, Georgia; Vousden, Janet; Terzopoulos, Aris; Masterson, Jackie

doi: 10.1080/00220671.2022.2031844pmid: N/A

Abstract The association of phonological and lexical-semantic processes with spelling ability in children has received scant research interest even though uncovering such associations can increase our understanding of literacy development. A cross-sectional study was carried out with 42 6- and 8t-year-old children in the southeast of Ireland. The children took part in tasks assessing reading, letter-sound knowledge, phonological ability, phonological short-term memory, and rapid automatized naming. They also completed an assessment of spelling ability involving regular words, irregular words, and pseudowords. Analyses revealed that, for both age groups, and for all three word types, spelling accuracy was strongly associated with phonological ability scores. In contrast, phonological short-term memory was found to be significantly associated with regular word and total word spelling for the younger group. For the older group, rapid automatized naming was associated with all word categories. Qualitative analysis of the spelling errors revealed that an increase in spelling ability was accompanied by greater prevalence of phonologically appropriate errors. Our findings have important implications for teaching and assessment practices for spelling.