Jay Blanchard

Preliminary investigation of transfer between single-word decoding ability and contextual reading comprehension by poor readers in grade six.

The study sought to investigate transfer between single-word decoding skill and contextual reading comprehension using 60 sixth grade pupils classified as 30 poor and 30 very poor readers. There were two training groups, content-specific and non-content-specific. One group received single-word decoding training, which led to decoding mastery of all words to be read in narrative prose passages and the accompanying literal and inferential comprehension questions. The other group learned to identify and pronounce words, equal in difficulty and number to those of the content-specific group but never a part of the passages and questions for the study. Pupils given content-specific training answered significantly more literal and inferential questions correctly than did those given non-content-specific training. It is suggested that there is transfer between single-word decoding skill and contextual, literal and inferential comprehension.

Receptive Vocabulary and Cross-Language Transfer of Phonemic Awareness in Kindergarten Children

The authors investigated the influence of language proficiency on the cross-language transfer (CLT) of phonemic awareness in Spanish-speaking kindergarten students and assessed Spanish and English receptive vocabulary and phonemic awareness abilities. Correlation results indicated positive correlations between phonemic awareness across languages; CLT occurred. To investigate the role of proficiency in native language (L1) in CLT, the authors disaggregated the sample into two groups by L1 receptive vocabulary. No evidence for CLT of phonemic awareness emerged among children with below-average L1 skills. Regression results indicated that L1 receptive vocabulary predicted phonemic awareness performance of childrens language of instruction. The authors suggest that prereading skills may transfer from L1 to L2 following a different pattern in children lacking L1 proficiency. Further investigation of CLT among children with below-average L1 skills is needed.

Digital Media and Emergent Literacy

This article discusses digital media and its potential effects on emergent literacy skills development for young children. While the impact of digital media exposure on childrens emergent literacy development is largely unknown, it is becoming a significant issue, as more and more young children throughout the world observe and use various forms of digital media in their preschools, homes, and communities.

Underlining Performance Outcomes in Expository Text

ABSTRACTUnderlining is the most popular of the active response study strategies. Unfortunately, research efforts of study strategies do not fully explain this popularity. Therefore, the purpose of this study was to investigate one possible reason for the popularity of underlining, namely, test performance outcomes anticipated by students from underlining. Two 2×3 A NOV As were used in a study, review, and test paradigm that investigated underlining performance outcomes with college students. The ANOVA’s used two levels of study time and three levels of reading achievement as the independent variables. The dependent variable in both analyses was number correct on a probed-recall test over the contents of a Scientific American reprint. Results suggest that regardless of study time and reading achievement, underlining is popular because it helps to ensure recall of information from underlined text segments.

English-Language Learners: Implications of Limited Vocabulary for Cross-Language Transfer of Phonemic Awareness With Kindergartners

Research examined the influence of native vocabulary development on cross-language transfer of phonemic awareness. Participants were Spanish-speaking kindergartners learning English in immersion classrooms. Results indicated that limited Spanish vocabulary development negatively influenced cross-language transfer of phonemic awareness to English. The results have clear and profound implications for Spanish-speaking children. Without foundational Spanish vocabulary skills needed to facilitate cross-language transfer of phonemic awareness to English, literacy acquisition difficulties will likely arise. Esta investigación examina la influencia en el desarrollo del vocabulario nativo en la transferencia de lenguaje cruzado con atención fonética. Los participantes fueron niños de preprimaria de habla hispana que estaban aprendiendo inglés en salones de inmersión total. Los resultados indicaron que el desarrollo limitado de vocabulario en español influenció negativamente la transferencia de lenguaje cruzado en atención fonética de inglés. Los resultados tienen implicaciones claras y profundas pare niños de habla hispana. Sin las habilidades fundamentales de vocabulario en español necesarias para facilitar la transferencia del lenguaje cruzado de atención fonética en inglés es posible que se formen dificultades de adquisición literaria.

META-ANALYSIS OF RESEARCH ON A MULTIMEDIA ELEMENTARY SCHOOL CURRICULUM USING PERSONAL AND VIDEO-GAME COMPUTERS

This meta-analysis summarizes research studies of evaluations of a technology-based curriculum of the Lightspan Partnership. The curriculum presents for elementary schools multimedia reading, language arts, and mathematics content on CD disks that utilize personal and video-game computers. The game-like curriculum is appropriate for home or school use. The 10 studies included in this research synthesis had (a) experimental and control groups, (b) 2,760 students with complete testing information, and (c) varying demographic attributes. There were significant effects for the program in several domains of curriculum.

The Validity of Receptive and Expressive Vocabulary Measures with Spanish-Speaking Kindergarteners Learning English

Research examined construct meaning and validity for two new measures of receptive and expressive vocabulary for Spanish-speaking kindergarteners learning English. Substantive validity and generalizability of score meaning was assessed by examining correlations between an established measure (Peabody Picture Vocabulary Test–PPVT) and new measures (Stanford English Language Proficiency Test–SELP; Dynamic Indicators of Basic Early Literacy Skills, Word Use Fluency, DIBELS–WUF). Positive correlations between the SELP and PPVT supported validity of the SELP as a measure of receptive and expressive vocabulary for these children. DIBELS–WUF results were less clear with lower correlations between the PPVT raising questions about appropriateness.

Beginning English Literacy Development and Achievement Among Spanish-Speaking Children in Arizona's English-Only Classrooms: A Four-Year Two-Cohort Longitudinal Study

This study examined beginning English literacy-skill development and achievement among Spanish-speaking children enrolled in state-mandated English-only classrooms. The children possessed Spanish skill at or above age-appropriate level, yet minimal English skill, and came from a Spanish-speaking community adjacent to the U.S.-Mexico border. Under its English-only law, the state-mandated classroom instruction is only in English through a structured English immersion model (SEI) using state-regulated and supervised four-hour English language development blocks for these children. Using secondary analysis of existing data, children’s English vocabulary, phonemic awareness, word-reading fluency scores, as well as their English reading and language achievement scores were examined for four years with two separate cohorts of children, beginning with their entry into kindergarten and ending at third grade (K–3rd). Analyses indicated that English-only SEI instruction for children did not result in age- or grade-level-appropriate development or achievement for all children. In fact, less than one-half met age- or grade-level performance.

The Influence of Spanish Vocabulary and Phonemic Awareness on Beginning English Reading Development: A Three-Year (K-2nd) Longitudinal Study.

This investigation examined the influence of varying levels of Spanish receptive vocabulary and phonemic awareness ability on beginning English vocabulary, phonemic awareness, word reading fluency, and reading comprehension development across kindergarten through second grade. The 80 respondents were Spanish speaking children with no English language skills at the start of kindergarten and varying attainments in Spanish. They were divided into four groups based on Spanish-language ability in receptive vocabulary and phonemic awareness. Analyses of the group’s scores on an array of assessments in English revealed four significant results: (1) the development of English vocabulary favored the groups with at or above Spanish receptive vocabulary, (2) Spanish phonemic awareness helped the acquisition of English phonemic awareness but appeared not to influence other assessment results unless combined with Spanish receptive vocabulary, (3) the advantages of Spanish phonemic awareness in the absence of Spanish receptive vocabulary only applied to English word reading fluency and phonemic awareness and not English vocabulary and comprehension, (4) initial Spanish receptive vocabulary ability had the greatest impact on 2nd-grade reading comprehension. The researchers link the implications and importance of these findings to existing scholarship.

READABILITY OF THE MMPI

The MMPI was analyzed by readability formulas which represent varying criterion of comprehension from 50 to 90%. Computation involved a computer-generated word and syllable count, taking as many non-reoccurring samples as possible. If an examiner wishes to ensure 90% comprehension of the inventory items, nine successful years of schooling seem necessary.