Investigation of an Activity-Based Text-Processing Strategy in Mixed-Age Child Dyads

Marley, Scott C.; Szabó, Zsuzsanna; Levin, Joel R.; Glenberg, Arthur M.

doi:10.1080/00220973.2010.483697

Cited by 21 publications

(12 citation statements)

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“…When it is not sensorimotor activation per se, but the strength of the activation that is important, then making movements would be expected to lead to better learning. Indeed, this is idea is supported by several studies (e.g., James and Swain 2011; for studies that do no support this conclusion, see e.g., Marley et al 2011).…”

Section: Observing Movementssupporting

confidence: 66%

Watch Your Step Children! Learning Two-Digit Numbers Through Mirror-Based Observation of Self-Initiated Body Movements

2015

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It was investigated whether task-related body movements yield beneficial effects on children's learning of two-digit numbers and whether these learning effects are affected by mirror-based self-observation of those movements. Participants were 118 first-graders, who were randomly assigned to two movement conditions and two nonmovement control conditions. In the movement conditions, children were instructed to build two-digit numbers by making and simultaneously verbalizing out loud different sized steps representing the smaller units the numbers consisted of (e.g., the number B36^was construed by saying out loud B10,^B20,^B30,^B35,^B36,^while making three big steps, one medium, and one small step) on a ruler across the floor. In one of the movement conditions, the children were additionally asked to observe their steps in a mirror. In the first conventionally taught control condition, the children were asked to verbally build and mark the two-digit numbers on a ruler depicted on a sheet of paper. In the second control condition, children were seated before the ruler across the floor, and after verbally constructing the two-digit number, they had to walk to the appropriate position of the number on the ruler across the floor. In the subsequent test phase, children's knowledge of two-digit numbers was assessed by a final math test. The results confirmed the hypothesis that the movement conditions lead to higher test performance than the non-movement condition and revealed that test performance was not differentially affected by mirror-based self-observation.

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Section: Observing Movementssupporting

confidence: 66%

Watch Your Step Children! Learning Two-Digit Numbers Through Mirror-Based Observation of Self-Initiated Body Movements

2015

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“…In this study, we tried to examine to what extent it is possible to detect Dutch and immigrant children at risk for dyslexia with the same instrument (DST-NL) and tried to make a reasonable case for the decrease of cultural bias in the DST-NL for immigrant children across the third, fifth, and seventh grade, taking into account the differences in stage of reading development per grade. The stages are derived from the triangle framework of normal reading development and visual word recognition (Seidenberg & McClelland, 1989 ), complemented by more recent findings from Bishop and Snowling ( 2004 ), Glenberg, Goldberg, and Zhu ( 2009 ), Marly, Szabo, Levin, and Glenberg ( 2011 ) and Welsby and Pexman ( 2014 ) (see Verpalen & Van de Vijver, 2015 , for a more elaborate explanation of this framework). These stages are useful for monolingual and bilingual children if they started education at least in the first and second grade in the Netherlands (kindergarten).…”

Section: Present Study: Bias In the Dyslexia Screening Test Nlmentioning

confidence: 99%

Bias in dyslexia screening in a Dutch multicultural population

2018

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We set out to address the adequacy of dyslexia screening in Dutch and non-western immigrant children, using the Dutch Dyslexia Screening Test (DST-NL) and outcomes of the Dutch dyslexia protocol, both of which are susceptible to cultural bias. Using the protocol as standard, we conducted an ROC (Receiver Operating Characteristics) analysis in Dutch and immigrant third, fifth, and seventh graders, combining a cross-sectional and longitudinal design. Sensitivity and specificity increased with grade, but were non-significant for various subtests in the lowest grade, suggesting considerable non-convergence between the two measures. Effective subtests in all grades, presumably not strongly influenced by Cultural Background or Word Lexicon, were One-Minute Reading, Non-Word Reading, and Nonsense Passage Reading. In a multilevel analysis, cultural background, dyslexia diagnosis, parental education, and grade of first assessment were predictors of subtest performance. In a second analysis, Word Lexicon was added as a proxy of knowledge of the Dutch language and culture. After controlling for Word Lexicon, cultural background became significant for most subtests, suggesting the presence of cultural bias. Subtests assessing technical literacy, such as OneMinute-Reading, Non-Word-Reading, One-Minute-Writing, or Two-Minutes-Spelling, showed more convergence between the two assessments. Less-effective subtests were Naming Pictures, Backward Digit Span, and Verbal and Semantic Fluency. It is concluded that the DST-NL and the standard protocol do not show complete convergence, notably in the lower grades in the multilingual pupil group of our cohort, mainly because dyslexia and literacy difficulties are hard to disentangle. Ann. of Dyslexia (2018) 68:43-68 https://doi

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“…Dazu gibt es fachspezifische Überlegun gen, z. B. in der Mathematik bei Nührenbörger and Steinbring (2009) oder in der Sprache bei Marley et al (2011). Die meisten empirischen Untersuchungen zu jahrgangsgemischten Klassen finden sich auf den unteren Schulstufen.…”

Section: Jahrgangsübergreifendes/-gemischtes Lernenunclassified

The role of formative assessment in mixed-age teaching

Smit

Engeli

2016

Z Erziehungswiss

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Zusammenfassung Aus Gründen der Schülerzahlen wird in kleineren Schulen öfters jahrgangsübergreifender Unterricht durchgeführt. In jüngster Zeit greifen aber aus pädagogischen Motiven auch grössere Schulen zu diesem Unterrichtskonzept, welches prädestiniert für den Einsatz einer alternativen, erweiterten Beurteilung scheint: In jahrgangsgemischten Klassen verwendet die Lehrperson vermehrt auf formativen Beurteilungen basierende individuelle und differenzierende Lernziele. Die Frage ist, ob sich Lehrpersonen mit jahrgangsgemischten Klassen bezüglich der Nutzung formativer Beurteilung unterscheiden. Im Rahmen des Projektes "Schule im alpinen Raum 2" erhoben wir Daten von 280 freiwillig teilnehmenden Lehrpersonen aus zwei Regionen der Ostschweiz und einer in Westösterreich. Unser MixedMethods Forschungsdesign war querschnittlich angelegt. Mit Hilfe eines Strukturgleichungsmodells kann gezeigt werden, dass Lehrpersonen mit jahrgangsgemischten Klassen eine Kombination von Elementen der formativen Beurteilung einsetzen, um den Unterricht zu individualisieren und zu differenzieren. Je höher die Anzahl Jahrgangsstufen sind und je höher die Selbsteinschätzung der Diagnosekompetenz ist, desto häufiger wird eine formative Beurteilung verwendet. Als Ergebnis von zwei Latent Class Analysen zeigen sich zwei Gruppen unterschiedlicher Beurteilungskompetenz, von denen eher wenige Lehrpersonen zur Gruppe "erweiterte Beurteilung" gehören. In der Diskussion werden die Ergebnisse für Ausbildung und Forschung diskutiert Schlüsselwörter: Formative Beurteilung; Jahrgangsübergreifender Unterricht; Quantitative und qualitative Methoden; Ländliche Schulen The role of formative assessment in mixed-age teaching Abstract Mixed-age teaching often occurs in small, rural schools due to small numbers of students. Recently, however, larger schools are also choosing this teaching configuration for pedagogical reasons. This teaching arrangement necessitates an expanded view of assessment. In multi-grade classes, the teacher focuses on individually-based formative assessments and applies differentiated learning. Our research question examines whether teachers differ with respect to their practice of formative assessment. As part of the project "Schools in Alpine Regions 2", we collected data from a voluntary sample of 280 teachers with multi-grade classes in two regions in Eastern Switzerland and one in Western Austria. We applied a mixed-method research design. A structural equation model reveals that teachers with multi-grade classes use a combination of formative assessment practices and tools in order to individualize and differentiate their teaching and instruction. The frequency with which formative assessment is practiced relates positively to the number of grades in a class and the teacher's self-concept regarding diagnostic observation competency. Results from two latent class analyses show two groups of assessment literacy, with only a small number using the full potential of formative assessment for learning. As part of the discussion, the...

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Investigation of an Activity-Based Text-Processing Strategy in Mixed-Age Child Dyads

Cited by 21 publications

References 58 publications

Watch Your Step Children! Learning Two-Digit Numbers Through Mirror-Based Observation of Self-Initiated Body Movements

Watch Your Step Children! Learning Two-Digit Numbers Through Mirror-Based Observation of Self-Initiated Body Movements

Bias in dyslexia screening in a Dutch multicultural population

The role of formative assessment in mixed-age teaching

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