Keoma J. Thorne

Dual Language Books as an Emergent-Literacy Resource: Culturally and Linguistically Responsive Teaching and Learning

The effectiveness of dual-language book reading in culturally and linguistically diverse classrooms is largely uncontested. Yet there are repeated calls for more research to determine how this resource can be used more broadly and effectively by teachers, especially in emergent-literacy learning contexts. In the present study we analysed culturally and linguistically responsive teaching and learning in dual-language book reading vignettes to demonstrate how teachers and volunteer readers build on linguistic and cultural repertoires of emergent-literacy learners to help them gain metalinguistic awareness, cultural empowerment and identities as capable learners. We argue that diversity can be embraced and multilingualism can be positioned as normal by using dual-language books to motivate discussion about language and cultural artefacts. The findings suggest a rethinking of classroom practices based on family involvement in the classroom and a subtle shift in the balance of authority and expertise among teachers, children and families.

Reading dual language books: Improving early literacy skills in linguistically diverse classrooms

Research has determined that dual language books have a positive effect on literacy achievement, motivation, and family involvement in children’s schooling. In this study we used quantitative methods to complement the largely qualitative extant research. We analyzed the early literacy skills of 105 kindergarten children (45 comparison, 60 treatment) with diverse language backgrounds (35% English, 31% Punjabi, 16% Urdu, 18% other languages) from eight kindergarten classes in four suburban Canadian schools. Statistical analyses indicated that children who were read to using dual language books, written in French, Punjabi, and Urdu, demonstrated significantly greater gains in graphophonemic knowledge than children who were read to in English only. This gain occurred specifically in children who spoke the targeted languages at home; children who did not speak the targeted languages were not negatively affected. Findings are discussed in terms of developing metalinguistic awareness and directions for practice and research are discussed.

Relations Among Children's Coping Strategies and Anxiety: The Mediating Role of Coping Efficacy

ABSTRACT The current study tests a model that depicts the relationships among coping strategies (active, distraction, avoidance, and support seeking) and anxiety symptoms. SEM is used to test if the relationship between these variables is mediated by coping efficacy. A large sample of Canadian children (N = 506) aged 8 to 11 years (boys = 249, girls = 245, unknown gender = 12) participated in the study. Results showed that coping efficacy is a partial mediator of the relations between active coping strategies and anxiety symptoms, however support was not found for it to be an effective mediator for other coping strategies. This study contributes to the understanding of childhood anxiety by highlighting the importance of the relationship between anxiety and the methods children use to cope with stress and how perceptions of their coping abilities influence this relationship.

Promoting Intrapersonal Qualities in Adolescents Evaluation of Rapport's Teen Leadership Breakthrough Program

Given the number of negative influences on youth and the resultant potential for adverse outcomes, it is crucial to support their positive development. Leadership training programs can promote the development of adaptive intrapersonal qualities. The Teen Leadership Breakthrough (TLB) program claims to create sustainable changes in youth using experiential activities, direct instruction, and feedback to teach leadership skills. This study evaluated the TLB programs efficacy in developing intrapersonal skills in 10th- and 11th-grade students. Participants were randomly assigned to a control or treatment group. Assessment of emotional intelligence and self-concept occurred prior to, immediately after, 6 weeks and 6 months following the intervention. Results indicated that the TLB program created sustainable changes emotional intelligence and self-concept. Although these results are encouraging, further research is needed to investigate the effectiveness of the TLB program in broader demographic groups and to examine different outcomes.

Prince-Embury, S. (2007, 2006). Resiliency Scales for Children and Adolescents: A Profile of Personal Strengths. San Antonio,TX: Harcourt Assessment, Inc

The Resiliency Scales for Children and Adolescents: A Profile of Personal Strengths (Resiliency Scales; Prince-Embury, 2007) provides a quick and easy individually or group administered self-report of personal strengths and vulnerabilities in children and adolescents. The Resiliency Scales comprise the following three scales: (a) Sense of Mastery Scale (MAS)—measures youths’ self-perceptions of their skills and competence, (b) Sense of Relatedness Scale (REL)—examines youths’ perceived quality of their relationships, and (c) Emotional Reactivity Scale (REA)—assesses how well youth feel about being able to control their emotions. These scales are based on developmental theory and resiliency research to offer high-quality assessment of several personal qualities that are critical for the resilient functioning of youth. Scores from the three scales, as well as the subscales, can be plotted to create an overall resiliency profile that clearly displays youths’ strengths and weaknesses. The Resiliency Scales expand on the Resiliency Scales for Adolescents (PrinceEmbury, 2006) by extending the norms downward to now include children aged 9 to 18 who have a third-grade or better reading level. This is an important change, given that the earlier the characteristics of resilient individuals can be identified, the more quickly and intensely interventions, which promote resilient functioning, can occur. The Resiliency Scales also include two new indexes: the Resource Index (RES), which identifies the individual’s self-perceived strengths, and the Vulnerability Index (VUL), which determines the inconsistency between the individual’s emotional reactivity and his or her strengths. Because the Resiliency Scales take less than 5 min per scale to complete, they can be used as part of a larger, in-depth assessment battery and results can aid in diagnosis and treatment. These scales fill the gap in the assessment of resilience in children and youth by providing a flexible, quick, and treatment-focused tool for clinicians and practitioners.

Executive Functions in Young Adults with Autism Spectrum Disorder.

Researchers have proposed that autism spectrum disorder (ASD) is characterized, at least in part, by executive function (EF) difficulties associated with the integrity of the frontal lobe. Given the paucity of research regarding EFs in young adults with high functioning ASD (HF-ASD), this research involves an examination of various indices of EF related to inhibition, planning, and generativity. Results indicate that although young adults with HF-ASD as a group met normative expectations on all measures of EF, they also exhibited considerable individual variability relative to their age- and sex-matched typically developing peers. These findings have important research and clinical implications, including the need to carefully consider the impact of the research comparison group, and to recognize individual variability in executive functioning among young adults with HF-ASD.