This paper describes the implementation of a high-intensity reading tutoring intervention prog... 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 ... 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.
Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compar... 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.
ABSTRACT Teacher language and students' on-task behavior were examined in language arts l... 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.
Linguistic specificity through rate of literate language feature (LLF) use was investigated in pr... 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.
ABSTRACT The utility of Chinese tone processing skill in detecting children with English reading ... 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.
This study examined the influence of tableau on the expressive language skills of three students ... 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
Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compar... 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.
In the present study, we investigated the relationship between general auditory processing, Chine... 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
In the present study, we investigated the relationship between general auditory processing, Chine... 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
This article describes the influence of process drama on fourth grade students’ written language ... 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.
This paper describes the implementation of a high-intensity reading tutoring intervention prog... 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 ... 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.
Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compar... 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.
ABSTRACT Teacher language and students' on-task behavior were examined in language arts l... 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.
Linguistic specificity through rate of literate language feature (LLF) use was investigated in pr... 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.
ABSTRACT The utility of Chinese tone processing skill in detecting children with English reading ... 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.
This study examined the influence of tableau on the expressive language skills of three students ... 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
Dramatic language arts integration (DLA) and conventional language arts (CLA) lessons were compar... 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.
In the present study, we investigated the relationship between general auditory processing, Chine... 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
In the present study, we investigated the relationship between general auditory processing, Chine... 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
This article describes the influence of process drama on fourth grade students’ written language ... 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.
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