Jorge E. Gonzalez

A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance

Emotional/behavioral disturbance (EBD) is characterized by a range of behaviors that adversely affect a childs academic performance and cannot be explained by other sensory or health impairments. Although research has clearly demonstrated that children and youth with EBD tend to exhibit high rates of problem behavior, research on the characteristics of their academic performance has been less clear. This article reports the results of a meta-analysis of the academic status of students with EBD. The overall effect size was −.64, which indicated that students with EBD had significant deficits in academic achievement. An examination of moderators (subject area, setting, and age) indicated that students with EBD performed at a significantly lower level than did students without disabilities across academic subjects and settings; greater deficits were not observed in older students with EBD (i.e., those more than 12 years old), as compared to younger students. Implications and areas for future research are discussed.

Rational Emotive Therapy With Children and Adolescents A Meta-Analysis

This article systematically reviews the available research on rational emotive behavioral therapy (REBT) with children and adolescents. Meta-analytic procedures were applied to 19 studies that met inclusion criteria. The overall mean weighted effect of REBT was positive and significant. Weighted z r effect sizes were also computed for five outcome categories: anxiety, disruptive behaviors, irrationality, self-concept, and grade point average. In terms of magnitude, the largest positive mean effect of REBT was on disruptive behaviors. Analyses also revealed the following noteworthy findings: (a) there was no statistical difference between studies identified low or high in internal validity; (b) REBT appeared equally effective for children and adolescents presenting with and without identified problems; (c) non-mental health professionals produced REBT effects of greater magnitude than their mental health counterparts ; (d) the longer the duration of REBT sessions, the greater the impact, and (e) children benefited more from REBT than adolescents.The findings are discussed in terms of several important limitations along with suggestions for future research.

The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay

This study examined the effects of an intensive shared book-reading intervention on the vocabulary development of preschool children who were at risk for vocabulary delay. The participants were 125 children, who the researchers stratified by classroom and randomly assigned to one of two shared book-reading conditions (i.e., the experimental, Words of Oral Reading and Language Development [WORLD] intervention; or typical practice). Results on researcher-developed measures showed statistically and practically significant effects for the WORLD intervention with no differential effects for children with higher versus lower entry-level vocabulary knowledge. The researchers detected no statistically significant differences on standardized measures. Results suggest that a combination of instructional factors may be necessary to enhance the efficacy of shared book reading for children with early vocabulary difficulties.

Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading

Abstract This study evaluated the effects of integrating science and social studies vocabulary instruction into shared book reading with low-income preschool children. Twenty-one preschool teachers and 148 children from their classrooms were randomly assigned at the class level to either the Words of Oral Reading and Language Development (WORLD) intervention or a practice-as-usual condition. Children were screened and selected to approximate three vocabulary levels (15th, 30th, and 50th). WORLD teachers implemented the intervention in small groups of 5 to 6 students, 5 days per week, 20 minutes per session, for 18 weeks. Findings from multilevel models indicated statistically and practically significant effects of the WORLD intervention on standardized measures of receptive vocabulary (δT = 0.93) and on researcher-developed measures of expressive (δT = 1.01) and receptive vocabulary (δT = 1.41). The WORLD intervention had an overall main effect, regardless of entry-level vocabulary, a finding that speaks to its potential applicability in preschool classrooms.

Home Literacy Environments and Young Hispanic Children's English and Spanish Oral Language A Communality Analysis

The authors examine dimensions of the home literacy environment relative to oral language outcomes for high-risk Hispanic children. They also illustrate the use of commonality analysis for understanding the contribution of home literacy to oral language outcomes. Forty-eight children and their families participated in the study. Commonality analysis was used to determine what percentage of the explained variance in both English and Spanish oral language was associated with variance uniquely and commonly accounted for by five subscales of the Familia Inventory, a questionnaire that examines home literacy environments. Library Use accounted for the greatest amount of unique variance in English oral language proficiency, and Extended Family accounted for the greatest amount of unique variance in Spanish oral language proficiency. Significant positive relationships were also noted between several of the Familia Inventory subscales. A discussion on the use of commonality analysis is followed by limitations and suggestions for future research.

Using Knowledge Networks to Develop Preschoolers’ Content Vocabulary

Research shows that children accrue vocabulary knowledge by understanding relationships between new words and their connected concepts. This article describes three research-based principles that preschool teachers can use to design shared book reading lessons that accelerate content vocabulary knowledge by helping young children to talk about important connections between words and related science and social studies concepts. These three principles guide teachers in building networks of content vocabulary knowledge in preschool children by making connections between words and world knowledge via informational and narrative texts.

Home Literacy Beliefs and Practices Among Low-Income Latino Families

The aim of this study was to explore within-group patterns of variability in the home literacy environments (HLEs) of low-income Latino families using latent profile analysis. Participants were (N = 193) families of Latino preschoolers enrolled in a larger study. In the fall of 2012, mothers filled out a family literacy practices inventory, a literacy beliefs inventory, and a socio-demographic questionnaire. Results revealed three psychometrically distinct HLE profiles. Profile 1 (37%), labelled Low Beliefs, Low Practices (LBLP), was characterized by very low incomes, low caregiver education, reading infrequently to children, primarily speaking Spanish and reported lowest literacy beliefs and practices. Profile 2 (16%), labelled Moderate Beliefs, Moderate Practices (MBMP), was also low income, had few books in the home, read in both English and Spanish to their children, and held moderately facilitative literacy beliefs and practices. Profile 3 (47%), labelled High Beliefs, High Practices (HBHP), reported the highest literacy beliefs and practices, highest percentage English-speaking, read more often to children, and had more books in the home. These findings highlight considerable variability in terms of literacy beliefs and practices among Latino families. The profiles have practical relevance in terms of childrens readiness at school entry and working with their families.

An Examination of Preschool Teachers' Shared Book Reading Practices in Spanish: Before and After Instructional Guidance

Shared book reading is a prominent practice in preschools; however, limited research has examined this practice in classrooms with English language learners (ELLs). This study investigated the shared book reading practices of seven preschool teachers of Spanish-speaking ELLs to describe their vocabulary instructional practices before and after receiving instructional guidance (i.e., curriculum implementation, distributed professional development, and instructional cues). Teachers implemented 75 fifteen-min daily structured shared book reading vocabulary sessions for 15 weeks. In addition, they participated in professional development prior to and at two points during the curriculum implementation. To document instructional practices, teachers were observed three times: without and with an instructional cue prior to curriculum implementation and once with a cue at postintervention. Because some preschool teachers may require more intensive guidance than others to improve vocabulary instruction, professional development models must adjust and distribute support more responsively. Implications for future practice and research are discussed.

Exploring the Underlying Factor Structure of the Parent Reading Belief Inventory (PRBI): Some Caveats

Research Findings: The present study explored the underlying factor structure proposed a priori by the developer of the Parent Reading Belief Inventory (PRBI: B. D. DeBaryshe, 1995) using a local independent sample. The PRBI was developed to assess maternal beliefs about reading aloud to children and was designed to measure attitudes, perceptions, and values about how children learn, the content of what they learn, as well as parental teaching efficacy. The PRBI is purported to have 7 underlying subscales and a total score. Analyses showed internal consistency estimates that were similar to those reported by the authors of the PRBI. Using confirmatory factor analysis, we found good fit for only 2 of the 7 dimensions (Reading Instruction and Resources) and poor fit for overall models for the entire PRBI scale when modeled using a 2nd-order factor, correlated factors, or a single general factor. Practice or Policy: Limitations and future research are discussed.

The Behavioral and Emotional Rating Scale-Second Edition: Parent Rating Scale (BERS-II PRS): A Hispanic Cross-Cultural Reliability Study:

This study examined the extent to which the Behavioral and Emotional Rating Scale: Parent Rating Scale (BERS: PRS) constitutes a reliable measure for assessing strengths of Hispanic children and youth. Major conceptual and theoretical issues with respect to cross-cultural assessment are presented. Further, emotional and behavioral disorders are discussed in the context of cross-cultural assessment relative to the large and growing participation in U. S. schools of Hispanic students. Standard scores, coefficient alphas, and SEMS for total norm sample, European and Hispanic Americans were equivalent, thus tentatively supporting the cross-cultural utility of the BERS-II PRS.