Measuring teachers’ knowledge of vocabulary development and instruction     

Annie Duguay  Dorry Kenyon  Erin Haynes  Diane August  Tiffany Yanosky 《Reading and writing》2016,29(2):321-347

This article describes the development of an instrument to measure teachers’ knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include vocabulary acquisition. While a few studies have measured teacher knowledge of reading, there are no known instruments for measuring teachers’ knowledge of vocabulary development and instruction. However, vocabulary is a crucial determinant of reading comprehension and content area knowledge, particularly for English learners (Graves, August, & Mancilla-Martinez, 2013). Statements about vocabulary development and instruction were gathered from foundational texts, reviewed by subject matter experts, and researched in cognitive labs for possible inclusion as items in the TKVS. The survey’s 52 statements comprise 6 categories, including one section on vocabulary development, four sections on instruction, and one section on instruction specifically for English learners. Ratings of item difficulty by subject matter experts were then used to distinguish three levels of teacher knowledge of vocabulary: emergent, intermediate, and expert. Fifty teachers completed the TKVS, and their performance was found to correlate with the experts’ predicted difficulties of the items. Initial analyses provide evidence for the content and construct validity of the TKVS as a measure of teacher knowledge of vocabulary development and effective instruction. The discussion considers implications for the use of the instrument, including as a needs assessment or guide for professional development for both preservice and inservice teachers.  相似文献   

The relation between syntactic awareness and contextual facilitation in word reading: What is the role of semantics?     

Catherine Mimeau  Annie Laroche  S. Hlne Deacon 《Journal of Research in Reading》2019,42(1):178-192

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Computer-based assessment of reading ability and subtypes of readers with reading comprehension difficulties: a study in French children from G2 to G9     

Auphan  Pauline  Ecalle  Jean  Magnan  Annie 《European Journal of Psychology of Education - EJPE》2019,34(3):641-663

European Journal of Psychology of Education - Reading difficulties in school are very challenging for teachers due to many different reader subtypes in one and the same class. Moreover, there are...  相似文献   

Culture or Disability? Examining Deaf Characters in Children’s Book Illustrations     

Debbie B. Golos  Annie M. Moses  Kimberly A. Wolbers 《Early Childhood Education Journal》2012,40(4):239-249

Picture books can influence how children perceive those from backgrounds and cultures different from their own. Studies have been conducted examining how the text of children’s literature portrays multicultural characters or characters with disabilities. However, few have looked specifically at the portrayal of characters through illustrations, despite growing understanding of the importance that illustrations play in text comprehension. Fewer still have analyzed children’s literature for depictions of deaf characters and characteristics of Deaf culture. One recent study examined children’s picture books for portrayals of deaf individuals in the text; however, examining illustrations may provide additional information for both hearing and d/Deaf (For the purpose of this paper, capital “D” Deaf refers to people who are recognized part of the Deaf community; “d” deaf refers to the inability to hear or people unable to hear; d/D includes both populations.) readers about deafness and the Deaf population. In addition, while illustrations are important for all young readers, they may be particularly important for d/Deaf readers who are by nature visual learners. Therefore, the purpose of this study was to conduct a content analysis of illustrations in 20 picture books targeted to ages 4 to 8?years for messages linked to pathological and cultural models of deafness. In addition, results were compared to previous analyses of the text in the picture books. Results indicated that the illustrations do not represent deaf characters from a cultural perspective. Instead, similar to the text, illustrations present deaf characters more frequently as having a pathological condition or disability, that should be fixed through medical interventions in order to fit into a hearing world.  相似文献   

Effects of targeted interventions and of specific instructional time on reading ability in French children in grade 1     

Ecalle  Jean  Magnan  Annie  Auphan  Pauline  Gomes  Christophe  Cros  Laurent  Suchaut  Bruno 《European Journal of Psychology of Education - EJPE》2022,37(3):605-625

European Journal of Psychology of Education - The aim is to examine the impact of interventions on fluency and reading comprehension and how the effects of these interventions depend on the time...  相似文献   

Supporting Students with Invisible Disabilities: A Scoping Review of Postsecondary Education for Students with Mental Illness or an Acquired Brain Injury     

Annie Venville  Margaret Mealings  Priscilla Ennals  Jennifer Oates  Ellie Fossey  Jacinta Douglas 《International Journal of Disability, Development & Education》2016,63(6):571-592

Students with invisible disabilities such as mental illness or acquired brain injury (ABI) experience multiple barriers that reduce their likelihood of postsecondary course completion. The present study conducted a systematic search of research reporting interventions for students experiencing mental illness or ABI to participate in postsecondary education. Nine databases were searched and a framework for categorising interventions and outcomes was developed. Forty-two studies revealed that most interventions were focused at the individual student level aiming to support students to build skills, grow confidence, or compensate for challenges through educational adjustments. There was wide diversity in research approaches used and a dearth of rigorous research designs. This review offers a more consistent way to define interventions and outcomes to guide future research and facilitate more meaningful comparisons between studies. The impacts of specific interventions on students’ attainment of qualifications and subsequent workforce participation need further investigation.  相似文献   

Eye movements in shared book reading with children from kindergarten to Grade 4   总被引：2，自引：0，他引：2  

Annie Roy-Charland  Jean Saint-Aubin  Mary Ann Evans 《Reading and writing》2007,20(9):909-931

Previous studies have revealed that preschool-age children who are not yet readers pay little attention to written text in a shared book reading situation (see Evans & Saint-Aubin, 2005). The current study was aimed at investigating the constancy of these results across reading development, by monitoring eye movements in shared book reading, for children from kindergarten to Grade 4. Children were read books of three difficulty levels. The results revealed a higher proportion of time, a higher proportion of landing positions, and a higher proportion of reading-like saccades on the text as grade level increased and as reading skills improved. More precisely, there was a link between the difficulty of the material and attention to text. Children spent more time on a text that was within their reading abilities than when the book difficulty exceeded their reading skills. This research was supported by grants from the Canadian Language and Literacy Research Network (CLLRNet) to Jean Saint-Aubin and to Mary Ann Evans. This article was part of Annie Roy-Charland doctoral exam.  相似文献   

Navigating the complexity of disability support in tertiary education: perspectives of students and disability service staff     

Ellie Fossey  Lisa Chaffey  Annie Venville  Priscilla Ennals  Jacinta Douglas  Christine Bigby 《International Journal of Inclusive Education》2017,21(8):822-832

Access to education is a right for all students. This right is typically realised through the provision of disability support and reasonable adjustments to enable tertiary students with disabilities to participate on an equal footing with their peers. This paper presents perspectives of disability service staff and students about implementing and using reasonable adjustments. Data were collected at 2 tertiary institutions in Australia through interviews with 25 students with disabilities and 7 disability service staff. Data were thematically analysed. The complexity of and variability in the processes of negotiating and implementing disability support were identified as an overarching theme in the data. These processes involved engaging multiple parties. The task of negotiating reasonable adjustments is used to illustrate some of the complexities inherent in supporting students with disabilities. These findings challenge existing assumptions that support is easily accessible and simply provided. They highlight the complexity of using reasonable adjustments, and the tendency for this to be seen as a student responsibility. Finally, the findings imply that disability services need to reorient from a focus on care and concern towards a rights orientation and foster students’ skills in self-advocacy to better enable them to negotiate without disadvantage.  相似文献   

Telling and Retelling Our Stories on the Professional Knowledge Landscape     

Karen Keats Whelan  Janice Huber  Chuck Rose  Annie Davies  D. Jean Clandinin 《Teachers and Teaching》2013,19(2):143-156

Drawing on a 3-year study focusing on the shaping influences of the professional knowledge landscape on the personal practical knowledge of experienced teachers, we first explore how stories are shaped as they are told and responded to in different places and, second, explore whether or not this sharing leads to imagining new possibilities for retelling and reliving stories. By sharing and exploring a story of a disagreement between a parent and a teacher, we focus on what we do when we tell stories in schools and what we do when we tell stories off the school landscape. In making meaning from this story, we show that both in the teacher's living of the story with the parent and in her numerous recountings of the story to others on the school landscape, she did not have opportunities to figure out new ways to relive the story. In our research group, she shared her story again. In this telling, we asked her to focus on who she, the mother, and the principal are in the story, and we inquire into what plotlines each were living. We ask questions about how they were positioned as characters in relation to one another. Re-searching the story in this way enabled us to understand the embodied nature of the teacher's knowing and how this knowledge shaped the events of the story as they were lived out, particularly how the teacher's living of a relational story countered the story of teacher and principal as positioned above parent. By drawing on Nelson's work on 'found' and 'chosen' communities, we imagine ways in which schools could become chosen communities where the story of school might be one of fostering the living out of multiple stories. We imagine the stories emerging from such communities might significantly shape the landscape of schools by opening up new possibilities for living in relation with others.  相似文献   

Do Consonant Sonority and Status Influence Syllable-Based Segmentation Strategies in a Visual Letter Detection Task? Developmental Evidence in French Children     

Norbert Maïonchi-Pino  Bruno de Cara  Jean Écalle  Annie Magnan 《Scientific Studies of Reading》2013,17(6):550-562

This article queries whether consonant sonority (sonorant vs. obstruent) and status (coda vs. onset) within intervocalic clusters influence syllable-based segmentation strategies. We used a modified version of the illusory conjunction paradigm to test whether French beginning, intermediate, and advanced readers were sensitive to an optimal “sonorant coda–obstruent onset” sonority profile within the syllable boundaries as a cue for a syllable-based segmentation. Data showed that children used a syllable-based segmentation that improved with reading skills and age. The results are discussed to support that the visual letter detection within pseudowords primarily and early relies on acoustic-phonetic cues within the syllable boundaries, whereas the syllable effect seems to be developmentally constrained by reading skills and age.  相似文献