Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension

Going beyond children's single‐text comprehension: The role of fundamental and higher‐level skills in 4th graders’ multiple‐document comprehension

“…This conclusion is supported by findings from a preliminary pilot study that was aimed at testing the usability of an inter‐textual inference verification tasks on fourth graders (Florit & Mason, ). The use of hybrid reading–writing tasks as a measure of multiple‐document comprehension, and specifically inter‐textual integration, with upper primary and lower secondary school students has been documented in the literature (Kingsley et al ., ; LaRusso et al ., ; Mason, Scrimin, Zaccoletti, Tornatora, & Goetz, ; for a review see Barzilai, Zohar, & Mor‐Hagani, ). Differences in both procedures and products obtained while engaging in reading–writing tasks, such syntheses and argumentative texts, have been documented in students at different educational levels (Mateos & Solé, ; Spivey & King, ).…”

“UNIFIED”: Bridging the Researcher–Practitioner Divide in Mind, Brain, and Education

“…This means that theoretical research from one field can inform and shape empirical research in other disciplines (Willingham & Lloyd, ), such as education and psychology's constructivism finding new validation in neuroscience's neuroconstructivism (Mareschal et al, ; Szűcs & Goswami, ). It is clear that pedagogy can also inform theories in psychology and neuroscience (LaRusso et al, ) and test the applicability of neuroscience and psychology theories in the real world (Kuriloff et al, ; Stafford‐Brizard et al, ), just as psychology can help explain how and why some practices foster learning and development, while others do not (Ansari & Coch, ; Christodoulou & Gaab, ). For example, Sigman et al () described how an understanding of the neuroscience of visual learning could have predicted the superiority of a letter‐by‐letter “phonics” system over the whole word approach to the teaching of reading, saving the field a decades‐long debate (e.g., Castles et al, ).…”

“…Grounding of research questions and hypotheses in real-world observations/need can increase impact of findings (Booth et al, 2015) Increased ethical considerations, compared to university-based research (Felzmann, 2009) Exposure to latest thinking/techniques (Jyrhämä et al, 2008), and latest research from other disciplines Increased logistical considerations (Felzmann, 2009;Plummer et al, 2014) Psychology and neuroscience can inform classroom pedagogy (Pickering & Howard-Jones, 2007;Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001;Roediger, 2013;Stern, 2005;Thomas, Kovas, Meaburn, & Tolmie, 2015) Increased difficulty controlling extraneous variables, compared to lab-based research (Plummer et al, 2014) Pedagogy can inform psych/neurotheories (LaRusso et al, 2016) and test the applicability of theories in the real world (Kuriloff, Reichert, Stoudt, & Ravitch, 2009;Stafford-Brizard et al, 2017) Increased time commitments can be required for all parties to collaborate more closely (Simmonds, 2014) Psychological theories can be informed by neuroscience (Ochsner & Lieberman, 2001) Additional training for teachers and researchers can be required, sometimes requiring both time and funding (Ansari & Coch, 2006;Atkinson, 2017;Blake & Gardner, 2007;Simmonds, 2014) Psychological and neuroscientific findings can support educational theories and debates (Castles, Rastle, & Nation, 2018;Kim & Sung, 2013;Sigman, Peña, Goldin, & Ribeiro, 2014) Teachers can feel less confident to contribute to project formation (Simmonds, 2014) as they are often unable to access the original research papers from each discipline (Stafford-Brizard et al, 2017) Can provide a framework to empirically test teachers' ideas/pedagogical methods more objectively (Churches & McAleavy, 2015) Can develop desirable "teacher-researcher-practitioner model" for educators (Glennon, Hinton, Callahan, & Fischer, 2013) Opportunities Threats…”

Improving Meaningful Use of Accommodations by Multilingual Learners

“…To avoid treating MLLs as though they are either failed native speakers (May, 2014) or students with disabilities (Klingner & Artiles, 2006), it is important to provide MLLs with different opportunities to learn how to use close reading and critical reading strategies and tools in a way that recognizes and promotes their own abilities not only to connect to and expand on their own sociocultural and linguistic assets (Moll, Amanti, Neff, & González, 2005) but also to critically position themselves in relation to texts (LaRusso et al, 2016). (Selections from the Teaching Tolerance, 2014, lessons for close and critical reading are suggested for educator PD at the end of this article.…”