Children's reading

Curriculum-Based Measurement of Oral Reading (CBM-R): Quality of Progress Monitoring Outcomes

by Cengiz Zopluoglu

co-authored with Ted Christ, Jeff Long, Barbara Monaghan, published in "Exceptional Children", Spring 2012

Curriculum-based measurement of oral reading (CBM-R) is frequently used to set student goals and monitor student... more Curriculum-based measurement of oral reading (CBM-R) is frequently used to set student goals and monitor student progress. This study examined the quality of growth estimates derived from CBM-R progress monitoring data. The authors used a linear mixed effects regression (LMER) model to simulate progress monitoring data for multiple levels of progress monitoring duration (i.e., 6, 8, 10 . . . 20 weeks) and data set quality, which was operationalized as residual/ error in the model (σϵ = 5, 10, 15, and 20). The number of data points, quality of data, and method used to estimate growth all influenced the reliability and precision of estimated growth rates. Results indicated that progress monitoring outcomes are sufficient to guide educational decisions if (a) ordinary least-squares regression is used to derive trend lines estimates, (b) a very good progress monitoring data set is used, and (c) the data set comprises a minimum of 14 CBMs-R. The article discusses implications and future directions.

‘Unlikely Normal' - Issues of cultural awareness and empathy in children's reactions to Shaun Tan's Eric

by Hannah Love

Essay 2 of my Critical Approaches to Children's Literature MPhil

An investigation to see if young children could pick up on issues of cultural awareness, empathy and alienation in... more An investigation to see if young children could pick up on issues of cultural awareness, empathy and alienation in Shaun Tan's 'Eric.' This includes the study of picturebook theory, an analysis of Tan's book and interviews with 5 children. Appendices and interview transcripts are included

Robertson, Judith P. & Karagiozis, Nectaria. 2003. “My Big Fat Greek Fairy Tale: Children’s Uses and Reception of Fairy Tale Narratives in a Greek Second Language Learning Environment.” International Journal of Learning, 10:1243-1256.

by Judith Robertson

The co-authored article first appeared as Robertson, J. P. and Karagiozis, N. 2004. "My Big Fat Greek Fairy Tale: Children's Uses and Reception of Fairy Tale Narratives in a Greek-as-a-Second-Language Learning Environment." The Reading Teacher. 57 (5), 2-12.

The article resulted in a nomination for top prize for a research article for author Nectaria Karagiozis.

This article utilizes reading response methodology to examine children's responses to Greek Fairy Tales in a Greek... more This article utilizes reading response methodology to examine children's responses to Greek Fairy Tales in a Greek Heritage after-school program. The findings point to the unpredictability of identifications in reading, in particular the mechanisms of defense at play in relation to fantasies of power in children.

An Evaluation of the Quality Time Project

by Jill Clark

Co-authored with Graham P, Hall I, Clark J, Hall E, McElrue S

Essentially the evaluation is in the form of an in-depth qualitative study underpinned by an examination of... more Essentially the evaluation is in the form of an in-depth qualitative study underpinned by an examination of quantitative monitoring data. The methodologies we employed were therefore a combination of desk-based and fieldwork techniques. Data collection and analysis has taken the following forms:
Documentary Analysis: Part of the evaluation has been dedicated to an analysis of the various documentation made available by the Project. Examples included the QT Appraisal document, end of
year reports (2001), and examples of parent-child evaluation forms.
Project Case study: This case study of the Quality Time Project has used a mixture of qualitative and quantitative methods. The quantitative data we have collected has been that which is readily available within the Project and/or from the SRB Programme. Data has included pupil absence data (1999-2001) and percentage of children achieving level 2 (or higher) in Key Stage 1 assessments. The qualitative data relates to processes within the Quality Time Project, relevant to the evaluation aims set out above. Such data has been generated from interviews with a variety of stakeholders and participants.

The Emergence of Comprehension: A Decade of Research 2000-2010

by Caitlin Dooley

This review of literature presents research about young children’s (ages 2-8) early experiences with comprehension.... more This review of literature presents research about young children’s (ages 2-8) early experiences with comprehension. Using a theoretical framework for emergent comprehension, the review demonstrates how each research study contributes to a holistic theory of emergent comprehension. Influences on emergent comprehension such as children’s development, relationships and social interactions, and experiences with multiple texts and multimodal symbol systems are discussed. This review includes contemporary peer-reviewed research articles (spanning the decade from 2000-2010) involving multiple methodologies and representing multiple English-speaking countries.

On Not Defining Children's Literature

by Marah Gubar

PMLA 126.1 (January 2011): pp. 209-216

Teenagers, Reading & Censorship: Teenagers' Views on Censorship In Libraries

by Sarah McNicol

Advances In Music-Reading Research

by Helga Gudmundsdottir

Music Education Research (Vol. 12, No 4, 2010)

Sensitivity to Auditory and Visual Stimuli During Early Reading Development

by Dorothy Faulkner

Authors:
King, Bernardine1 Bernadine.king@cem.dur.ac.uk
Wood, Clare2
Faulkner, Dorothy1
Source:
Journal of Research in Reading; Nov2007, Vol. 30 Issue 4, p443-453, 11p, 2 Diagrams, 5 Charts

An investigation was conducted into the visual and auditory temporal processing profiles of two groups of 4- to... more An investigation was conducted into the visual and auditory temporal processing profiles of two groups of 4- to 6-year-old children: pre-alphabetic children, who showed no alphabetic ability (failing to read any non-words in a test), and those who demonstrated some alphabetic ability. This alphabetic group showed higher scores in reading and spelling attainment than the pre-alphabetic group. They were also faster than the pre-alphabetic group in reacting to the onset and offset of auditory and visual stimuli. However, when age was used as a covariate, only reaction times (RTs) to the offsets of visual stimuli were found to be faster in the alphabetic than the pre-alphabetic group. This suggests that responses to the offset of visual stimuli are becoming more rapid during the same developmental period when alphabetic ability is beginning to be acquired. Within the alphabetic group, after accounting for age, visual and auditory onset RTs were strongly correlated, whereas within the pre-alphabetic group there were high correlations between visual and auditory offset RTs. It is therefore suggested that a strong association between RTs to visual and auditory onsets may be beneficial during early alphabetic acquisition, when phoneme–grapheme associations are established. Multiple regression analyses showed visual offset RT as the only variable to account for a significant amount of variance in spelling attainment after age was taken into account, which may relate to Frith's (1985) contention that spelling is important in driving early alphabetic ability.

Literacy as a unidimensional multilevel construct: Validation, sources of influence, and implications in a longitudinal study in grades 1-4

by Lee Branum-Martin

Mehta, P.D., Foorman, B.R., Branum-Martin, L. & Taylor, W.P. (2005) “Literacy as a unidimensional multilevel construct: Validation, sources of influence, and implications in a longitudinal study in grades 1-4.” Scientific Studies of Reading 9(2), 85-116

Bilingual phonological awareness in students and classrooms: Multilevel construct validation among Spanish-speaking kindergarteners in transitional programs

by Lee Branum-Martin

Branum-Martin, L. Mehta, P.D., Fletcher, J.M., Carlson, C.D., Ortiz, A., Carlo, M., & Francis, D.J. (2006). “Bilingual phonological awareness in students and classrooms: Multilevel construct validation among Spanish-speaking kindergarteners in transitional programs.” Journal of Educational Psychology 98(1), 170-181

Contextual effects of bilingual programs on early reading

by Lee Branum-Martin

Branum-Martin, L., Foorman, B. R., Francis, D. J., & Mehta, P. D. (2010). "Contextual effects of bilingual programs on beginning reading." Journal of Educational Psychology, 102(2), 341-355.

Patterns of Analogical Reasoning Among Beginning Readers

by Dorothy Faulkner

Farrington-Flint, Lee; Wood, Clare; Canobi, Katherine H. and Faulkner, Dorothy (2004). Patterns of analogical reasoning among beginning readers. Journal of Research in Reading, 27(3), pp. 226–247.

Despite compelling evidence that analogy skills are available to beginning readers, few studies have actually explored... more Despite compelling evidence that analogy skills are available to beginning readers, few studies have actually explored the possibility of identifying individual differences in young children's analogy skills in early reading. The present study examined individual differences in children's use of orthographic and phonological relations between words as they learn to read. Specifically, the study addressed whether general analogical reasoning, short-term memory and domain-specific reading skills explain 5- to 6-year-olds' reading analogies (n=51). The findings revealed an orthographic analogy effect accompanied by high levels of phonological priming. Single-word reading and use of visual analogies predicted young children's orthographic and phonological analogies in the regression analyses. However, different findings emerged from exploring profiles based on individual differences in reasoning skill. Indeed, when individual differences in composite scores of orthographic and phonological analogy were examined, group membership was predicted by word reading and early phonological knowledge, rather than general analogical reasoning skills. The findings highlight the usefulness of exploring individual differences in children's analogy development in the early stages of learning to read.

Children’s patterns of reasoning about reading and addition concepts

by Dorothy Faulkner

Shadow Box: an interactive learning toy for children

by Aaron Levisohn

Co-Authored with: Ja-Young Sung, , Ji-won Song, Ben Tomassetti, Ali Mazalek

The Shadow Box is a tangible computing project
that exploits visual association and auditory clues to
teach... more The Shadow Box is a tangible computing project
that exploits visual association and auditory clues to
teach children the representational relationship between
words and their meanings. The Shadow Box contains
three major components: the main box, picture blocks
and word blocks. The Shadow Box activates when a
block or a matching pair of blocks is placed inside. The
box prompts children to find matching blocks and
combine them together. When children successfully
combine the right word and picture, the box rewards
them with an animated video as if they had made the
objects come alive. An informal study shows that
children responded positively to the concept of the box.
They played with it for a length of time and engaged in a
collaborative learning process with other children.

Special Issue of Language and Literature: Literary Reading As Social Practice

by Daniel Allington

Special Issue of Language and Literature, 18 (3), 2009, edited with Joan Swann

1. Daniel Allington and Joan Swann 'Researching literary reading as social practice', pp. 219-230
2. Katie Halsey... more 1. Daniel Allington and Joan Swann 'Researching literary reading as social practice', pp. 219-230
2. Katie Halsey '"Folk stylistics" and the history of reading: a discussion of method', pp. 231-246
3. Joan Swann and Daniel Allington 'Reading groups and the language of literary texts: a case study in social reading', pp. 247-264
4. Kevin Absillis '"From now on we speak civilised Dutch": the authors of Flanders, the language of the Netherlands, and the readers of A Manteau', pp. 265-280
5. Katarina Eriksson Barajas and Karin Aronsson 'Avid versus struggling readers: co-constructed pupil identities in school book talk', pp. 281-299
6. Bethan Benwell '"A pathetic and racist and awful character": ethnomethodological approaches to the reception of diasporic fiction', pp. 300-315
7. Anouk Lang 'Reading race in Small Island: discourse deviation, schemata, and the textual encounter', pp. 316-330
8. Geoff Hall 'Texts, readers - and real readers', pp. 331-337
9. Greg Myers 'Stylistics and "reading-in-talk"', pp. 338-344

Table of contents here:

http://lal.sagepub.com/content/18/3.toc

If your institution does not subscribe to Language and Literature, you can ask me for copies of articles 1 and 3 by following these links:

1. http://oro.open.ac.uk/cgi/request_doc?docid=4818
3. http://oro.open.ac.uk/cgi/request_doc?docid=4819