- Washington DC
Alida Anderson
American University, School of Education Teaching and Health, Faculty Member
Research Interests:
This paper describes the implementation of a high-intensity reading tutoring intervention program using culturally responsive literacy practices centered on diverse children’s literature intended to uplift the needs and priorities of... more
This paper describes the implementation of a high-intensity reading tutoring intervention program using culturally responsive literacy practices centered on diverse children’s literature intended to uplift the needs and priorities of primary grade students experiencing literacy learning challenges. First, we present a critical review of the research on student literacy motivation and student identity. Next, we propose a culturally responsive literacy motivation model that reconceptualizes student literacy motivation through culturally responsive literacy practices and literacy identity dimensions. We provide qualitative findings from tutor and student participants that reflect interconnections between dimensions of student literacy identity and literacy motivation through culturally responsive literacy practices. We provide implications and recommendations for literacy educators, researchers, and policymakers, along with a resource section for literacy educators.
ABSTRACT Dance/movement therapy (DMT) was integrated into mathematics and social-emotional skill instruction for seventh-grade students diagnosed with learning disabilities, emotional/behavioral disabilities, and... more
ABSTRACT Dance/movement therapy (DMT) was integrated into mathematics and social-emotional skill instruction for seventh-grade students diagnosed with learning disabilities, emotional/behavioral disabilities, and attention-deficit/hyperactivity disorder. Students who participated in these integrated activities over a 1-month period demonstrated improved performance in mathematics, dance arts, and social-emotional dimensions of learning such as motivation, engagement, attention, and self-regulation. Implications for teaching and learning with special populations are discussed.
Research Interests:
Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compared for their influence on third grade students written narrative cohesion and on-task behavior in a self-contained, nonpublic elementary... more
Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compared for their influence on third grade students written narrative cohesion and on-task behavior in a self-contained, nonpublic elementary classroom. Participants included students (N=14) with comorbid language-based learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Results showed associations between the quality of students written language and context of use, such that students used significantly more referential and spatial cohesive discourse markers in DLA than in CLA context. Also, students had higher rates of on-task behavior in DLA as compared to the CLA context. Intervention implications for students with LD and ADHD due to language learning and behavioral factors are discussed.
Research Interests:
Research Interests:
ABSTRACT Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention... more
ABSTRACT Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention deficit/hyperactivity disorder. Language arts lessons that integrated classroom drama were associated with significantly higher rates of teachers' assertive statements and lower rates of regulative statements. Language arts lessons using classroom drama were associated with higher rates of students' on-task behavior than conventional language arts lessons. The findings indicate that the classroom drama language arts setting influenced teachers' use of assertive and regulative discourse, and students' on-task behavior. The authors discuss the implications of arts integrated instruction for educational practice and research as well as policy.
Research Interests:
Research Interests:
Linguistic specificity through rate of literate language feature (LLF) use was investigated in preschoolage children with specific language impairment (SLI, n = 15) and with typical language ( n = 15) in play and storybook-sharing... more
Linguistic specificity through rate of literate language feature (LLF) use was investigated in preschoolage children with specific language impairment (SLI, n = 15) and with typical language ( n = 15) in play and storybook-sharing contexts with mothers. Children’s language was assessed on five LLF dimensions (simple elaborated noun phrases, complex elaborated noun phrases, adverbs, conjunctions, and mental and linguistic verbs), and on the summed LLF composite across contexts. Children with typical language had a higher rate of conjunction use and of the LLF composite in play. All children used higher rates of adverbs and complex elaborated noun phrases in play. Clinical and theoretical implications are provided for language development and assessment.
Research Interests:
Research Interests:
Research Interests:
ABSTRACT The utility of Chinese tone processing skill in detecting children with English reading difficulties was examined through differences in a Chinese tone experimental task between a group of native English‐speaking children with... more
ABSTRACT The utility of Chinese tone processing skill in detecting children with English reading difficulties was examined through differences in a Chinese tone experimental task between a group of native English‐speaking children with reading disabilities (RD) and a comparison group of children with normal reading development (NRD). General auditory processing, English phonemic processing and English reading skills were also tested. We found differences between groups in Chinese tone processing skill, as well as general auditory processing and English phonemic skills. The RD group was significantly poorer than NRD on tasks of Chinese tone, phonemic and frequency modulated (FM) tone processing. Another finding was a different pattern of relationship between RD and NRD groups in Chinese tone, phonemic and FM tone processing as predictors of reading skills. For children with RD, FM tone processing was a significant predictor of pseudoword reading; for NRD, phonemic and Chinese tone processing skills predicted real word reading. These findings contribute to improved understanding of the roles of general auditory processing and phonological processing skills in RD, with implications for assessment and intervention with children who have English reading difficulties.
Research Interests:
Research Interests:
This study examined the influence of tableau on the expressive language skills of three students with language-based learning disabilities in inclusive urban fourth-grade English language arts (ELA) classroom settings. Data were collected... more
This study examined the influence of tableau on the expressive language skills of three students with language-based learning disabilities in inclusive urban fourth-grade English language arts (ELA) classroom settings. Data were collected on linguistic productivity, specificity, and narrative cohesion through analysis of students’ responses to oral story recall tasks following tableau lessons (n = 30), in comparison to conventional ELA lessons (n = 30). Measures of students’ linguistic productivity and specificity included mean rate of use for different words, total words, and literate language features per utterance. Narrative cohesion was measured by mean frequency of cohesive elements in students’ oral retellings. Findings showed increased linguistic productivity, specificity, and cohesion in students’ oral retellings following tableau, as compared to conventional ELA lessons. Individual student findings across tableau and conventional ELA lessons indicated that students’ unique language profiles influenced their gains in linguistic productivity, specificity, and cohesion. Implications for future research and practice are discussed. Subscribe to LDMJ
Research Interests:
Research Interests:
Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compared for their influence on third grade students written narrative cohesion and on-task behavior in a self-contained, nonpublic elementary... more
Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compared for their influence on third grade students written narrative cohesion and on-task behavior in a self-contained, nonpublic elementary classroom. Participants included students (N=14) with comorbid language-based learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Results showed associations between the quality of students written language and context of use, such that students used significantly more referential and spatial cohesive discourse markers in DLA than in CLA context. Also, students had higher rates of on-task behavior in DLA as compared to the CLA context. Intervention implications for students with LD and ADHD due to language learning and behavioral factors are discussed.
Research Interests:
In the present study, we investigated the relationship between general auditory processing, Chinese tone processing, English phonemic processing and English reading skill in a group of Chinese-English bilingual children with a tonal L1... more
In the present study, we investigated the relationship between general auditory processing, Chinese tone processing, English phonemic processing and English reading skill in a group of Chinese-English bilingual children with a tonal L1 and Korean-English counterparts with a non-tonal L1. We found that general auditory processing contributed to variance in English word reading skill for Chinese children after controlling for
Research Interests:
In the present study, we investigated the relationship between general auditory processing, Chinese tone processing, English phonemic processing and English reading skill in a group of Chinese-English bilingual children with a tonal L1... more
In the present study, we investigated the relationship between general auditory processing, Chinese tone processing, English phonemic processing and English reading skill in a group of Chinese-English bilingual children with a tonal L1 and Korean-English counterparts with a non-tonal L1. We found that general auditory processing contributed to variance in English word reading skill for Chinese children after controlling for
Research Interests:
This article describes the influence of process drama on fourth grade students’ written language productivity and specificity. Participants included 16 students with learning and/or behavioral challenges at an urban public charter school.... more
This article describes the influence of process drama on fourth grade students’ written language productivity and specificity. Participants included 16 students with learning and/or behavioral challenges at an urban public charter school. The influence of process drama on students ’ written language was compared across contextualized and decontextualized activities to identify associations between activities and language outcomes. Significant increases in students’ written language productivity and specificity were observed in contextualized dramatic arts activities, as compared to decontextualized language arts activi-ties. Implications and directions for future research in arts integration within content area instruction for students in inclusive settings are discussed.
Research Interests:
Research Interests:
This paper provides integrated arts resources for working with students in the areas of dramatic arts and literacy learning. First, theoretical background on integrated arts approaches in drama and literacy skill learning will be... more
This paper provides integrated arts resources for working with students in the areas of dramatic arts and literacy learning. First, theoretical background on integrated arts approaches in drama and literacy skill learning will be presented. The next section is a review of the literature on methods and materials to support integrated dramatic arts practices with literacy skills learning. Finally, perspectives on facilitating access, participation and progress in dramatic arts-based activities as well as barriers to such implementation will be explored.
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This review presents a summary of the research on advancing dyslexia knowledge among school professionals. It contributes to the literature with a proposed solution for professional development and teacher training through the field of... more
This review presents a summary of the research on advancing dyslexia knowledge among school professionals. It contributes to the literature with a proposed solution for professional development and teacher training through the field of developmental psychology. The article outlines what has been done to address the science-education gap owing to misunderstandings about dyslexia, proposing a solution to advance school professionals’ knowledge of dyslexia through developmental psychology coursework aimed at the neuroscience of dyslexia, including basic and cognitive neuroscience concepts. The review outlines the legislative and research support for this proposal as well as the candidate knowledge focused on the neuroscience of dyslexia to address gaps in professional knowledge and practice. The review includes a discussion section with implications for research and practice.
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List of Tables List of Figures Preface Alida Anderson Acknowledgements About the Editor Contributing Authors Part I: Theoretical and Methodological Issues in the Study of Arts Integration in Education Introduction Alida Anderson Chapter... more
List of Tables List of Figures Preface Alida Anderson Acknowledgements About the Editor Contributing Authors Part I: Theoretical and Methodological Issues in the Study of Arts Integration in Education Introduction Alida Anderson Chapter 1: A Historical Review of Arts Integration Research and Practice: Lessons Learned Sandra M. Loughlin and Alida Anderson Chapter 2: Arts Integration as a Contextualized Language Learning Environment Alida Anderson Chapter 3: Cognitive and Affective Engagement, Arts Integration, and Students with Disabilities Katherine A. Berry and Sandra M. Loughlin Chapter 4: Understanding How and Why Arts Integration Engages Learners Alida Anderson Part II: Arts Integration Demonstrations of Practice in Inclusive Classrooms Introduction Alida Anderson Chapter 5: Film Arts Integration and Literature Study: Influences on Engagement Kristin Nagy and Alida Anderson Chapter 6: Process Drama Arts Integration and Social Studies: Influences on Engagement Christina Bosch and Alida Anderson Chapter 7: Dance/Movement Arts Integration and Mathematics: Influences on Engagement Robyne Davis and Alida Anderson Part III: Reflections and Next Steps for Arts Integration Research and Practice Introduction Alida Anderson Chapter 8: Where Are We Now: The Research on Arts Integration and Special Education Jean B. Crockett, Katherine A. Berry, and Alida Anderson Chapter 9: Where Are We Going? Trajectories for Research on the Arts and Special Education James S. Catterall Appendix Index
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This article presents a critical policy overview of inclusive education and global citizenship education (GCED) and offers two innovative childhood education practices that support inclusion of children with disabilities through... more
This article presents a critical policy overview of inclusive education and global citizenship education (GCED) and offers two innovative childhood education practices that support inclusion of children with disabilities through dimensions of physical and conceptual access, both noted implementation barriers to inclusive education across the globe. The first section summarizes global human rights and education initiatives that support GCED through access for children with disabilities in education and in societies. This section addresses questions of how inclusion plays a central role to the advancement of GCED, summarizing major global policy advances to inclusion, and highlighting how advancement of inclusive childhood education supports GCED. This article concludes with two innovative childhood education practices, global competence and critical literacy, which offer critical potential to contribute to GCED through conceptual and physical dimensions of access, and ultimately prom...
ABSTRACT The utility of Chinese tone processing skill in detecting children with English reading difficulties was examined through differences in a Chinese tone experimental task between a group of native English‐speaking children with... more
ABSTRACT The utility of Chinese tone processing skill in detecting children with English reading difficulties was examined through differences in a Chinese tone experimental task between a group of native English‐speaking children with reading disabilities (RD) and a comparison group of children with normal reading development (NRD). General auditory processing, English phonemic processing and English reading skills were also tested. We found differences between groups in Chinese tone processing skill, as well as general auditory processing and English phonemic skills. The RD group was significantly poorer than NRD on tasks of Chinese tone, phonemic and frequency modulated (FM) tone processing. Another finding was a different pattern of relationship between RD and NRD groups in Chinese tone, phonemic and FM tone processing as predictors of reading skills. For children with RD, FM tone processing was a significant predictor of pseudoword reading; for NRD, phonemic and Chinese tone processing skills predicted real word reading. These findings contribute to improved understanding of the roles of general auditory processing and phonological processing skills in RD, with implications for assessment and intervention with children who have English reading difficulties.
Research Interests:
Research Interests:
Neuromyths are misconceptions about brain research and its application to education and learning. Previous research has shown that these myths may be quite pervasive among educators, but less is known about how these rates compare to the... more
Neuromyths are misconceptions about brain research and its application to education and learning. Previous research has shown that these myths may be quite pervasive among educators, but less is known about how these rates compare to the general public or to individuals who have more exposure to neuroscience. This study is the first to use a large sample from the United States to compare the prevalence and predictors of neuromyths among educators, the general public, and individuals with high neuroscience exposure. Neuromyth survey responses and demographics were gathered via an online survey hosted at TestMyBrain.org. We compared performance among the three groups of interest: educators (N = 598), high neuroscience exposure (N = 234), and the general public (N = 3,045) and analyzed predictors of individual differences in neuromyths performance. In an exploratory factor analysis, we found that a core group of 7 "classic" neuromyths factored together (items related to learn...
Research Interests:
Research Interests:
ABSTRACT Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention... more
ABSTRACT Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention deficit/hyperactivity disorder. Language arts lessons that integrated classroom drama were associated with significantly higher rates of teachers' assertive statements and lower rates of regulative statements. Language arts lessons using classroom drama were associated with higher rates of students' on-task behavior than conventional language arts lessons. The findings indicate that the classroom drama language arts setting influenced teachers' use of assertive and regulative discourse, and students' on-task behavior. The authors discuss the implications of arts integrated instruction for educational practice and research as well as policy.
Research Interests:
ABSTRACT Dance/movement therapy (DMT) was integrated into mathematics and social-emotional skill instruction for seventh-grade students diagnosed with learning disabilities, emotional/behavioral disabilities, and... more
ABSTRACT Dance/movement therapy (DMT) was integrated into mathematics and social-emotional skill instruction for seventh-grade students diagnosed with learning disabilities, emotional/behavioral disabilities, and attention-deficit/hyperactivity disorder. Students who participated in these integrated activities over a 1-month period demonstrated improved performance in mathematics, dance arts, and social-emotional dimensions of learning such as motivation, engagement, attention, and self-regulation. Implications for teaching and learning with special populations are discussed.
Research Interests:
ABSTRACT This article describes the influence of process drama on fourth grade students’ written language productivity and specificity. Participants included 16 students with learning and/or behavioral challenges at an urban public... more
ABSTRACT This article describes the influence of process drama on fourth grade students’ written language productivity and specificity. Participants included 16 students with learning and/or behavioral challenges at an urban public charter school. The influence of process drama on students’ written language was compared across contextualized and decontextualized activities to identify associations between activities and language outcomes. Significant increases in students’ written language productivity and specificity were observed in contextualized dramatic arts activities, as compared to decontextualized language arts activities. Implications and directions for future research in arts integration within content area instruction for students in inclusive settings are discussed.
Research Interests:
ABSTRACT The utility of Chinese tone processing skill in detecting children with English reading difficulties was examined through differences in a Chinese tone experimental task between a group of native English‐speaking children with... more
ABSTRACT The utility of Chinese tone processing skill in detecting children with English reading difficulties was examined through differences in a Chinese tone experimental task between a group of native English‐speaking children with reading disabilities (RD) and a comparison group of children with normal reading development (NRD). General auditory processing, English phonemic processing and English reading skills were also tested. We found differences between groups in Chinese tone processing skill, as well as general auditory processing and English phonemic skills. The RD group was significantly poorer than NRD on tasks of Chinese tone, phonemic and frequency modulated (FM) tone processing. Another finding was a different pattern of relationship between RD and NRD groups in Chinese tone, phonemic and FM tone processing as predictors of reading skills. For children with RD, FM tone processing was a significant predictor of pseudoword reading; for NRD, phonemic and Chinese tone processing skills predicted real word reading. These findings contribute to improved understanding of the roles of general auditory processing and phonological processing skills in RD, with implications for assessment and intervention with children who have English reading difficulties.
Research Interests:
Children with reading disability and normal reading development were compared in their ability to discriminate native (English) and novel language (Mandarin) from nonlinguistic sounds.... more
Children with reading disability and normal reading development were compared in their ability to discriminate native (English) and novel language (Mandarin) from nonlinguistic sounds. Children's preference for native versus novel language sounds and for disyllables containing dominant trochaic versus non-dominant iambic stress patterns was also assessed. Participants included second and third grade monolingual native English speakers with reading disability (N = 18) and normal reading development (N = 18). Children selected from pairs of novel, native, and nonlinguistic sounds that was more like language. Both groups discriminated disyllabic linguistic sounds (native and novel) from nonlinguistic sounds. Both groups showed preference for the dominant English trochaic stress pattern over the non-dominant iambic stress pattern. Implications for development of prosodic sensitivity in relation to reading skills and future research are discussed.
Research Interests:
ABSTRACT Linguistic specificity through rate of literate language feature (LLF) use was investigated in preschoolage children with specific language impairment (SLI, n = 15) and with typical language (n = 15) in play and storybook-sharing... more
ABSTRACT Linguistic specificity through rate of literate language feature (LLF) use was investigated in preschoolage children with specific language impairment (SLI, n = 15) and with typical language (n = 15) in play and storybook-sharing contexts with mothers. Children’s language was assessed on five LLF dimensions (simple elaborated noun phrases, complex elaborated noun phrases, adverbs, conjunctions, and mental and linguistic verbs), and on the summed LLF composite across contexts. Children with typical language had a higher rate of conjunction use and of the LLF composite in play. All children used higher rates of adverbs and complex elaborated noun phrases in play. Clinical and theoretical implications are provided for language development and assessment.