Students who consistently receive individualized reading instruction from first through third grade become better readers than those who don’t, according to new research published in Psychological Science, a journal of the Association for Psychological Science.
These findings come after a three-year study that followed several hundred Floridian students, who received varying amounts of individualized instruction, from first to third grade.
“Our results show that children need sustained, effective instruction from first through third grade if they are going to become proficient readers,” said psychological scientist Carol McDonald Connor of Arizona State University, who led the research team.
June 25, 2013
Language Intervention Levels Playing Field for English Language Learners
A new approach to teaching pre-kindergarten could take a bite out of the achievement gap and level the playing field for America’s growing population of English language learners, according to a recently published study by researchers at Vanderbilt’s Peabody College of education and human development.
“We are excited that we have helped teachers develop ways of teaching that result in such remarkable gains among children,” David K. Dickinson, professor of education and one of the project's leaders, said.
“Our teachers are committed to continuing using the approaches that are working, which means that many more children will benefit from being in their classrooms.”
“We are excited that we have helped teachers develop ways of teaching that result in such remarkable gains among children,” David K. Dickinson, professor of education and one of the project's leaders, said.
“Our teachers are committed to continuing using the approaches that are working, which means that many more children will benefit from being in their classrooms.”
June 24, 2013
Giving children non-verbal clues about words boosts vocabularies
The clues that parents give toddlers about words can make a big difference in how deep their vocabularies are when they enter school, new research at the University of Chicago shows.
By using words to reference objects in the visual environment, parents can help young children learn new words, according to the research.
It also explores the difficult-to-measure quality of non-verbal clues to word meaning during interactions between parents and children learning to speak.
For example, saying, “There goes the zebra” while visiting the zoo helps a child learn the word “zebra” faster than saying, “Let’s go to see the zebra.”
Differences in the quality of parents’ non-verbal clues to toddlers (what children can see when their parents are talking) explain about a quarter (22 percent) of the differences in those same children’s vocabularies when they enter kindergarten, researchers found.
By using words to reference objects in the visual environment, parents can help young children learn new words, according to the research.
It also explores the difficult-to-measure quality of non-verbal clues to word meaning during interactions between parents and children learning to speak.
For example, saying, “There goes the zebra” while visiting the zoo helps a child learn the word “zebra” faster than saying, “Let’s go to see the zebra.”
Differences in the quality of parents’ non-verbal clues to toddlers (what children can see when their parents are talking) explain about a quarter (22 percent) of the differences in those same children’s vocabularies when they enter kindergarten, researchers found.
June 20, 2013
Student Engagement More Complex, Changeable Than Thought
Pitt research paves way toward giving educators tools to recognize, correct disengagement among students
“Enhancing student engagement has been identified as the key to addressing problems of low achievement, high levels of student misbehavior, alienation, and high dropout rates.” – Pitt professor Ming-Te Wang
A student who shows up on time for school and listens respectfully in class might appear fully engaged to outside observers, including teachers.
But other measures of student engagement, including the student’s emotional and cognitive involvement with the course material, may tell a different story—one that could help teachers recognize students who are becoming less invested in their studies, according to a new study coauthored by a University of Pittsburgh researcher.
“Enhancing student engagement has been identified as the key to addressing problems of low achievement, high levels of student misbehavior, alienation, and high dropout rates.” – Pitt professor Ming-Te Wang
A student who shows up on time for school and listens respectfully in class might appear fully engaged to outside observers, including teachers.
But other measures of student engagement, including the student’s emotional and cognitive involvement with the course material, may tell a different story—one that could help teachers recognize students who are becoming less invested in their studies, according to a new study coauthored by a University of Pittsburgh researcher.
Narrowing the achievement gap: parents are the key
Schools know how important it is to engage parents in their child’s learning – and that this is not always easy.
A new study by the National Foundation for Educational Research (NFER) and the Oxford University Press (OUP) aims to help schools with this perennial challenge by highlighting the latest evidence on what makes for successful home-school relationships.
Evidence shows that parental engagement in education can improve academic performance among disadvantaged youngsters and that schools can contribute significantly to enabling this.
The most effective approaches take into account parents’ gender, cultural, linguistic or socio-economic background, and see schools working closely with other support agencies and experts to effect positive change for whole families such as improvements in literacy and employment opportunities.
A new study by the National Foundation for Educational Research (NFER) and the Oxford University Press (OUP) aims to help schools with this perennial challenge by highlighting the latest evidence on what makes for successful home-school relationships.
Evidence shows that parental engagement in education can improve academic performance among disadvantaged youngsters and that schools can contribute significantly to enabling this.
The most effective approaches take into account parents’ gender, cultural, linguistic or socio-economic background, and see schools working closely with other support agencies and experts to effect positive change for whole families such as improvements in literacy and employment opportunities.
June 19, 2013
Mindfulness can increase wellbeing and reduce stress in school children
Mental training could reduce symptoms of stress and depression and promote wellbeing among school children...
Mindfulness – a mental training that develops sustained attention that can change the ways people think, act and feel – could reduce symptoms of stress and depression and promote wellbeing among school children, according to a new study published online by the British Journal of Psychiatry.
With the summer exam season in full swing, school children are currently experiencing higher levels of stress than at any other time of year.
The research showed that interventions to reduce stress in children have the biggest impact at this time of year.
There is growing evidence that mindfulness-based approaches for adults are effective at enhancing mental health and wellbeing.
However, very few controlled trials have evaluated their effectiveness among young people.
Mindfulness – a mental training that develops sustained attention that can change the ways people think, act and feel – could reduce symptoms of stress and depression and promote wellbeing among school children, according to a new study published online by the British Journal of Psychiatry.
With the summer exam season in full swing, school children are currently experiencing higher levels of stress than at any other time of year.
The research showed that interventions to reduce stress in children have the biggest impact at this time of year.
There is growing evidence that mindfulness-based approaches for adults are effective at enhancing mental health and wellbeing.
However, very few controlled trials have evaluated their effectiveness among young people.
June 18, 2013
Not All Reading Disabilities Are Dyslexia: Lesser-Known Reading Disorder Can Be Easily Missed
A common reading disorder goes undiagnosed until it becomes problematic, according to the results of five years of study by researchers at Vanderbilt’s Peabody College of education and human development in collaboration with the Kennedy Krieger Institute/Johns Hopkins School of Medicine.
Dyslexia, a reading disorder in which a child confuses letters and struggles with sounding out words, has been the focus of much reading research.
But that’s not the case with the lesser known disorder Specific Reading Comprehension Deficits or S-RCD, in which a child reads successfully but does not sufficiently comprehend the meaning of the words, according to lead investigator Laurie Cutting, Patricia and Rodes Hart Chair at Peabody.
Dyslexia, a reading disorder in which a child confuses letters and struggles with sounding out words, has been the focus of much reading research.
But that’s not the case with the lesser known disorder Specific Reading Comprehension Deficits or S-RCD, in which a child reads successfully but does not sufficiently comprehend the meaning of the words, according to lead investigator Laurie Cutting, Patricia and Rodes Hart Chair at Peabody.
June 17, 2013
Fiber-optic pen helps see inside brains of children with learning disabilities
For less than $100, University of Washington researchers have designed a computer-interfaced drawing pad that helps scientists see inside the brains of children with learning disabilities while they read and write.
The device and research using it to study the brain patterns of children will be presented June 18 at the Organization for Human Brain Mapping meeting in Seattle.
A paper describing the tool, developed by the UW’s Center on Human Development and Disability, was published this spring in Sensors, an online open-access journal.
“Scientists needed a tool that allows them to see in real time what a person is writing while the scanning is going on in the brain,” said Thomas Lewis, director of the center’s Instrument Development Laboratory.
“We knew that fiber optics were an appropriate tool. The question was, how can you use a fiber-optic device to track handwriting?”
The device and research using it to study the brain patterns of children will be presented June 18 at the Organization for Human Brain Mapping meeting in Seattle.
A paper describing the tool, developed by the UW’s Center on Human Development and Disability, was published this spring in Sensors, an online open-access journal.
“Scientists needed a tool that allows them to see in real time what a person is writing while the scanning is going on in the brain,” said Thomas Lewis, director of the center’s Instrument Development Laboratory.
“We knew that fiber optics were an appropriate tool. The question was, how can you use a fiber-optic device to track handwriting?”
June 14, 2013
From the mouths of babes: The truth about toddler talk
The sound of small children chattering away as they learn to talk has always been considered cute – but not particularly sophisticated.
However, research by a Newcastle University expert has shown that toddlers’ speech is far more advanced than previously understood.
Dr Cristina Dye, a lecturer in child language development, found that two to three- year-olds are using grammar far sooner than expected.
However, research by a Newcastle University expert has shown that toddlers’ speech is far more advanced than previously understood.
Dr Cristina Dye, a lecturer in child language development, found that two to three- year-olds are using grammar far sooner than expected.
June 13, 2013
Yale researchers unravel genetics of dyslexia and language impairment
In previous studies, Gruen and his team found that dopamine-related genes ANKK1 and DRD2 are involved in language processing.
In further non-genetic studies, they found that prenatal exposure to nicotine has a strong negative affect on both reading and language processing. They had also previously found that a gene called DCDC2 was linked to dyslexia.
In this new study, Gruen and colleagues looked deeper within the DCDC2 gene to pinpoint the specific parts of the gene that are responsible for dyslexia and language impairment.
They found that some variants of a gene regulator called READ1 (regulatory element associated with dyslexia1) within the DCDC2 gene are associated with problems in reading performance while other variants are strongly associated with problems in verbal language performance.
In further non-genetic studies, they found that prenatal exposure to nicotine has a strong negative affect on both reading and language processing. They had also previously found that a gene called DCDC2 was linked to dyslexia.
In this new study, Gruen and colleagues looked deeper within the DCDC2 gene to pinpoint the specific parts of the gene that are responsible for dyslexia and language impairment.
They found that some variants of a gene regulator called READ1 (regulatory element associated with dyslexia1) within the DCDC2 gene are associated with problems in reading performance while other variants are strongly associated with problems in verbal language performance.
June 12, 2013
An evaluation of Poetry Train
Key Findings:
Student teachers who participated in Poetry Train demonstrated significantly greater improvement in knowledge of and enthusiasm for poetry, confidence in teaching poetry, and acquisition of teaching skills than a comparison group.
Key factors in the effectiveness of the programme were: the poet educators, who motivated and inspired the student teachers with creative ways to teach poetry; and the timetabled opportunities for students to share ideas and experiences.
The findings from the pupil survey (Poetry Train students’ pupils) suggested they had benefited from and enjoyed learning about poetry.
Student teachers who participated in Poetry Train demonstrated significantly greater improvement in knowledge of and enthusiasm for poetry, confidence in teaching poetry, and acquisition of teaching skills than a comparison group.
Key factors in the effectiveness of the programme were: the poet educators, who motivated and inspired the student teachers with creative ways to teach poetry; and the timetabled opportunities for students to share ideas and experiences.
The findings from the pupil survey (Poetry Train students’ pupils) suggested they had benefited from and enjoyed learning about poetry.
June 6, 2013
Brain Imaging Study Eliminates Differences in Visual Function as a Cause of Dyslexia
A new brain imaging study of dyslexia shows that differences in the visual system do not cause the disorder, but instead are likely a consequence.
The findings... provide important insights into the cause of this common reading disorder and address a long-standing debate about the role of visual symptoms observed in developmental dyslexia.
Dyslexia is the most prevalent of all learning disabilities, affecting about 12 percent of the U.S. population.
Beyond the primarily observed reading deficits, individuals with dyslexia often also exhibit subtle weaknesses in processing visual stimuli. Scientists have speculated whether these deficits represent the primary cause of dyslexia, with visual dysfunction directly impacting the ability to learn to read. The current study demonstrates that they do not.
The findings... provide important insights into the cause of this common reading disorder and address a long-standing debate about the role of visual symptoms observed in developmental dyslexia.
Dyslexia is the most prevalent of all learning disabilities, affecting about 12 percent of the U.S. population.
Beyond the primarily observed reading deficits, individuals with dyslexia often also exhibit subtle weaknesses in processing visual stimuli. Scientists have speculated whether these deficits represent the primary cause of dyslexia, with visual dysfunction directly impacting the ability to learn to read. The current study demonstrates that they do not.
June 5, 2013
Teacher Collaboration, Professional Communities Improve Many Elementary School Students' Math Scores
Many elementary students' math performance improves when their teachers collaborate, work in professional learning communities or do both, yet most students don't spend all of their elementary school years in these settings, a new study by UNC Charlotte researchers shows. The U.S. Department of Education funded the study, which the journal Sociology of Education recently published.
As school districts work to improve math scores and narrow racial and socioeconomic achievement gaps, many schools may have overlooked the impact of teacher collaboration and professional community on student success.
Collaboration involves teachers working together to promote student achievement.
A professional community exists when teachers feel a sense of belonging to a school, take pride in the school, understand and accept the school’s mission, and are constantly learning strategies to improve student achievement.
The research shows that some schools have developed strong professional communities that strive to help students succeed but have not fostered an environment where teachers are constantly collaborating, or working together, to plan their lessons and discuss student needs.
As school districts work to improve math scores and narrow racial and socioeconomic achievement gaps, many schools may have overlooked the impact of teacher collaboration and professional community on student success.
Collaboration involves teachers working together to promote student achievement.
A professional community exists when teachers feel a sense of belonging to a school, take pride in the school, understand and accept the school’s mission, and are constantly learning strategies to improve student achievement.
The research shows that some schools have developed strong professional communities that strive to help students succeed but have not fostered an environment where teachers are constantly collaborating, or working together, to plan their lessons and discuss student needs.
May 28, 2013
Picking Up a Second Language Is Predicted by Ability to Learn Patterns
Some people seem to pick up a second language with relative ease, while others have a much more difficult time.
Now, a new study suggests that learning to understand and read a second language may be driven, at least in part, by our ability to pick up on statistical regularities.
Some research suggests that learning a second language draws on capacities that are language-specific, while other research suggests that it reflects a more general capacity for learning patterns.
According to psychological scientist and lead researcher Ram Frost of Hebrew University, the data from the new study clearly point to the latter:
“These new results suggest that learning a second language is determined to a large extent by an individual ability that is not at all linguistic,” says Frost.
Now, a new study suggests that learning to understand and read a second language may be driven, at least in part, by our ability to pick up on statistical regularities.
Some research suggests that learning a second language draws on capacities that are language-specific, while other research suggests that it reflects a more general capacity for learning patterns.
According to psychological scientist and lead researcher Ram Frost of Hebrew University, the data from the new study clearly point to the latter:
“These new results suggest that learning a second language is determined to a large extent by an individual ability that is not at all linguistic,” says Frost.
May 27, 2013
Language is in our biology
A good working memory is perhaps the brain’s most important system when it comes to learning a new language.
But it appears that working memory is first and foremost determined by our genes.
Whether you struggle to learn a new language, or find it relatively easy to learn, may be largely determined by “nature.”
That’s the conclusion of researchers from the Norwegian University of Science and Technology (NTNU), who have studied language skills in Norwegian elementary school students.
But it appears that working memory is first and foremost determined by our genes.
Whether you struggle to learn a new language, or find it relatively easy to learn, may be largely determined by “nature.”
That’s the conclusion of researchers from the Norwegian University of Science and Technology (NTNU), who have studied language skills in Norwegian elementary school students.
May 23, 2013
Schools Should Provide Opportunities for 60 Minutes of Daily Physical Activity to All Students
Given the implications for the overall health, development, and academic success of children, schools should play a primary role in ensuring that all students have opportunities to engage in at least 60 minutes per day of vigorous or moderate-intensity physical activity, says a new report from the Institute of Medicine.
Recent estimates suggest that only about half of school-age children meet this evidence-based guideline for promoting better health and development.
The report recommends that most daily physical activity occur during regular school hours in physical education classes, recess or breaks, and classroom exercises, with additional opportunities available through active commutes to and from school, before- and after-school programs, and participation in intramural or varsity sports.
Recent estimates suggest that only about half of school-age children meet this evidence-based guideline for promoting better health and development.
The report recommends that most daily physical activity occur during regular school hours in physical education classes, recess or breaks, and classroom exercises, with additional opportunities available through active commutes to and from school, before- and after-school programs, and participation in intramural or varsity sports.
Full report (free)
May 22, 2013
“Boys will be boys” in U.S., but not in Asia
A new study shows there is a gender gap when it comes to behavior and self-control in American young children – one that does not appear to exist in children in Asia.
In the United States, girls had higher levels of self-regulation than boys.
Self-regulation is defined as children’s ability to control their behavior and impulses, follow directions, and persist on a task. It has been linked to academic performance and college completion, in past studies by Oregon State University researchers.
In three Asian countries, the gender gap in the United States was not found when researchers directly assessed the self-regulation of 3-6 year olds.
“These findings suggest that although we often expect girls to be more self-regulated than boys, this may not be the case for Asian children,” said Shannon Wanless, lead author of the study.
In the United States, girls had higher levels of self-regulation than boys.
Self-regulation is defined as children’s ability to control their behavior and impulses, follow directions, and persist on a task. It has been linked to academic performance and college completion, in past studies by Oregon State University researchers.
In three Asian countries, the gender gap in the United States was not found when researchers directly assessed the self-regulation of 3-6 year olds.
“These findings suggest that although we often expect girls to be more self-regulated than boys, this may not be the case for Asian children,” said Shannon Wanless, lead author of the study.
May 16, 2013
Most Math Being Taught in Kindergarten Is Old News to Students
Kindergarten teachers report spending much of their math instructional time teaching students basic counting skills and how to recognize geometric shapes—skills the students have already mastered before ever setting foot in the kindergarten classroom, new research finds.
The findings reveal a misalignment between what the students are being taught and what they already know.
“This study is one of the first to raise the question: Is the content that teachers report teaching in kindergarten meeting the needs of the majority of their students?”
The findings reveal a misalignment between what the students are being taught and what they already know.
“This study is one of the first to raise the question: Is the content that teachers report teaching in kindergarten meeting the needs of the majority of their students?”
May 8, 2013
Brain Anatomy of Dyslexia Is Not the Same in Men and Women, Boys and Girls
Using MRI, neuroscientists at Georgetown University Medical Center found significant differences in brain anatomy when comparing men and women with dyslexia to their non-dyslexic control groups, suggesting that the disorder may have a different brain-based manifestation based on sex.
Their study, investigating dyslexia in both males and females, is the first to directly compare brain anatomy of females with and without dyslexia (in children and adults). Their findings were published online in the journal Brain Structure and Function.
Because dyslexia is two to three times more prevalent in males compared with females, “females have been overlooked,” says senior author Guinevere Eden, PhD, director for the Center for the Study of Learning and past-president of the International Dyslexia Association.
“It has been assumed that results of studies conducted in men are generalizable to both sexes. But our research suggests that researchers need to tackle dyslexia in each sex separately to address questions about its origin and potentially, treatment,” Eden says.
Their study, investigating dyslexia in both males and females, is the first to directly compare brain anatomy of females with and without dyslexia (in children and adults). Their findings were published online in the journal Brain Structure and Function.
Because dyslexia is two to three times more prevalent in males compared with females, “females have been overlooked,” says senior author Guinevere Eden, PhD, director for the Center for the Study of Learning and past-president of the International Dyslexia Association.
“It has been assumed that results of studies conducted in men are generalizable to both sexes. But our research suggests that researchers need to tackle dyslexia in each sex separately to address questions about its origin and potentially, treatment,” Eden says.
Read more
May 7, 2013
Look! Something Shiny! How Some Textbook Visuals can Hurt Learning
Adding captivating visuals to a textbook lesson to attract children’s interest may sometimes make it harder for them to learn, a new study suggests.
Researchers found that 6- to 8-year-old children best learned how to read simple bar graphs when the graphs were plain and a single color.
Children who were taught using graphs with images (like shoes or flowers) on the bars didn’t learn the lesson as well and sometimes tried counting the images rather than relying on the height of the bars.
“Graphs with pictures may be more visually appealing and engaging to children than those without pictures. However, engagement in the task does not guarantee that children are focusing their attention on the information and procedures they need to learn. Instead, they may be focusing on superficial features"...
Researchers found that 6- to 8-year-old children best learned how to read simple bar graphs when the graphs were plain and a single color.
Children who were taught using graphs with images (like shoes or flowers) on the bars didn’t learn the lesson as well and sometimes tried counting the images rather than relying on the height of the bars.
“Graphs with pictures may be more visually appealing and engaging to children than those without pictures. However, engagement in the task does not guarantee that children are focusing their attention on the information and procedures they need to learn. Instead, they may be focusing on superficial features"...
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