Developing engaged readers in school and home communities, 1996
2 Connecting School and Home: Constructing Partnerships to Foster Reading Development Linda Baker... more 2 Connecting School and Home: Constructing Partnerships to Foster Reading Development Linda Baker University of Maryland, Baltimore County JoBeth Allen University of Georgia Betty Shockley Fowler Drive Elementary School Anthony D. Pellegrini Lee Galda Steven Stahl ...
Academic Socialization of Young Black and Latino Children
This chapter provides an overview of what is known about how Black and Latino families prepare th... more This chapter provides an overview of what is known about how Black and Latino families prepare their young children for school and what remains to be understood. It provides a synthesis of research presented in this volume, with particular attention to the theoretical and methodological dimensions of the research and the family strengths emphasized across chapters. Directions for future research compatible with a strengths perspective are discussed. These include additional descriptive research with families of color from an intersectional perspective, intervention research based on family strengths and cultural values, and development of culturally appropriate measurement tools. Implications for practice are also discussed, with a focus on connections between families and schools.
Developing Engaged Readers in School and Home Communities
2 Connecting School and Home: Constructing Partnerships to Foster Reading Development Linda Baker... more 2 Connecting School and Home: Constructing Partnerships to Foster Reading Development Linda Baker University of Maryland, Baltimore County JoBeth Allen University of Georgia Betty Shockley Fowler Drive Elementary School Anthony D. Pellegrini Lee Galda Steven Stahl ...
The purpose of this article is to synthesize the emerging neuroimaging literature that reveals ho... more The purpose of this article is to synthesize the emerging neuroimaging literature that reveals how the brain responds when readers and listeners encounter texts that demand monitoring of their ongoing comprehension processes. Much of this research has been undertaken by cognitive scientists who do not frame their work in metacognitive terms, and therefore it is less likely to be familiar to psychologists who study metacognition in educational contexts. The important role of metacognition in the development and use of academic skills is widely recognized. Metacognition is typically defined as the awareness and control of one's own cognitive processes. In the domain of reading, the most important metacognitive skill is comprehension monitoring, the evaluation and regulation of comprehension. Readers who monitor their understanding realize when they have encountered difficulty making sense of the text, and they apply error correction procedures to attempt to resolve the difficulty....
International Electronic Journal of Elementary Education, 2011
The Reading, Engaging, and Learning project (REAL) investigated whether a classroom intervention ... more The Reading, Engaging, and Learning project (REAL) investigated whether a classroom intervention that enhanced young children's experience with informational books would increase reading achievement and engagement. Participants attended schools serving low income neighborhoods with 86% African American enrollment. The longitudinal study spanned second through fourth grades. Treatment conditions were: (1) Text Infusion/Reading for Learning Instruction �� students were given greater access to informational books in their classroom libraries and in reading instruction; (2) Text Infusion Alone �� the same books were provided but teachers were not asked to alter their instruction; (3) Traditional Instruction �� student s experienced business as usual in the classroom. Children were assessed each year on measures of reading and reading engagement, and classroom instructional practices were observed. On most measures, the informational text infusion intervention did not yield different...
It has been about 25 years now since researchers first became interested in the study of metacogn... more It has been about 25 years now since researchers first became interested in the study of metacognition, with the onset of interest marked by the publication of the 1975 metamemory interview study of Kreutzer, Leonard, and Flavell and the seminal theoretical work of John Flavell (1976) and Ann Brown (1978). The early work by developmental psychologists on age-related differences in children's metacognition captured the attention of researchers concerned with individual differences in academic achievement in children as well as adults. Within academic domains, most of the research has been focused on reading and studying (Baker
The intimate family culture for early literacy socialization was documented for a socioculturally... more The intimate family culture for early literacy socialization was documented for a socioculturally heterogeneous sample of 66 children enrolled in pre-kindergarten through third grade at public elementary schools in a large U.S. city. Parents were interviewed about 3 types of indexes of their family’s intimate culture: the child’s engagement in various literacy-related activities at home, the parents’ orientation towards the significance of literacy for early child development, and the family’s routines of dinnertime, reading aloud, and doing homework for school. Basic reading competencies were assessed with the Woodcock–Johnson Psychoeducational Battery—Tests of Achievement, Revised (1989). Multiple regression analysis found that a significant proportion of variance in the children’s literacy development was predicted by each of the quantitative indexes of intimate family culture, leaving little or no additional variance that was due to family income or ethnicity.
Processing Temp ral Relationships in Simple. tories: Effects of In t Sequence.' Technical Report'... more Processing Temp ral Relationships in Simple. tories: Effects of In t Sequence.' Technical Report'No. 84.
Prim r distp tion q t is reO has Ifninad yA. lPease ddrifsa coe-. spo e co c,|ninq dirib tio of p... more Prim r distp tion q t is reO has Ifninad yA. lPease ddrifsa coe-. spo e co c,|ninq dirib tio of po s t. U. m Re ar In it e fo/ e hay r," an V en s. TN ERP .50 isen er eAleanr ir i 3-FINAL DISPOSITION: This report may be destroyed when it is no longer needed. Please do not return it to the U.S. Army Research Institute for the Behavioral and Social Sciences. NOTE: The findings in this report are not to be construed as an official Department of the Army position, unless so designated by other authorized documents. %" UNCLASSIFIED SECURITY CLASSIFICATION OF THIS PAGE FormT Approved REPORT DOCUMENTATION PAGE OM No. pp4.0e la. REPORT SECURITY CLASSIFICATION lb RESTRICTIVE MARKINGS Unclassified 2a. SECURITY CLASSIFICATION AUTHORITY 3 DISTRIBUTION/ AVAILABILITY OF REPORT 2b. DECLASSIFICATION/DOWNGRADING SCHEDULE Approved for public release; I distribution unlimited. 4. PERFORMING ORGANIZATION REPORT NUMBER(S) 5 MONITORING ORGANIZATION REPORT NUMBER(S)
MNoOO.oe la. REPORT SECURITY CLASSIICATION lb. RESTRICTIVE MARKINGS Unclassified 2a. SECURITY CLA... more MNoOO.oe la. REPORT SECURITY CLASSIICATION lb. RESTRICTIVE MARKINGS Unclassified 2a. SECURITY CLASSIFICATION AUTHORITY 3. DISTRIBUTION /AVAILABILITY OF REPORT Approved for public release; distribution 2b. DECLASSIFICATION I DOWNGRADING SCHEDULE unlimited 4. PERFORMING ORGANIZATION REPORT NUMBER(S) S. MONITORING ORGANIZATION REPORT NUMBER(S) ARI Research Report 808 TCN 87-234 6a. NAME OF PERFORMING ORGANIZATION 6b. OFFICE SYMBOL 7a. NAME OF MONITORING ORGANIZATION
Transformations-. Two experiments examined`c hildren's ability to apply three different standards... more Transformations-. Two experiments examined`c hildren's ability to apply three different standards for evaluating their understanding. Fiveseven-, nine-, and eldyen-year-oId children were presented with short ,narrative passages within which were embedded three types of problems (nonsense words, internal inconsistencies, and prior knowledge violations), each of which could only be identified it a specific standard of evaluationwere used (lexical, internal consistency, and external consistency, respectively). Since the focus-of the study was on the,effectiveness with which Children could apply the sfandards, rather than on the likelihood that they would spontaneously adopt and then apply them, the subjects were eplicitly instructed in advance that their task was to find the "mistakes." Moreover, the subjects were given immediate feedback aftereach trial and a second opportunity to find any missed problems. Although older children used all three standards more effectively than younger children, overall preblem identification was-considerably better than that reported in non-instructed settings,.-.Tpe.ifiternal consistency standard was aPpried.least effectively, but even the youngest-Children were able to use it. Ihe results illustrate ihe_need to consider comprehension monitoring skills_ with respect to-specific standards of .evaluation, rather than as a unitary phenomenon. (Author) supplied by ED RS are. the_ best that can be made from the original document.
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
This document has Wirert reprOdirC94 e receiver] from the person or oroeniterg originating It Li ... more This document has Wirert reprOdirC94 e receiver] from the person or oroeniterg originating It Li Minot changes have Poets made to impstit teproduction quality.
... In DL Forrest-Pressley, GE MacKinnon, & TG Waller (Eds.), Metacognition, cognition, a... more ... In DL Forrest-Pressley, GE MacKinnon, & TG Waller (Eds.), Metacognition, cognition, and human performance (pp. ... TABLES AND FIGURES. Table 1. Mean Number of Problems Identified at TwoLevels of Evaluation as a Function of Instructional Condition and Time of Test. ...
Developing engaged readers in school and home communities, 1996
2 Connecting School and Home: Constructing Partnerships to Foster Reading Development Linda Baker... more 2 Connecting School and Home: Constructing Partnerships to Foster Reading Development Linda Baker University of Maryland, Baltimore County JoBeth Allen University of Georgia Betty Shockley Fowler Drive Elementary School Anthony D. Pellegrini Lee Galda Steven Stahl ...
Academic Socialization of Young Black and Latino Children
This chapter provides an overview of what is known about how Black and Latino families prepare th... more This chapter provides an overview of what is known about how Black and Latino families prepare their young children for school and what remains to be understood. It provides a synthesis of research presented in this volume, with particular attention to the theoretical and methodological dimensions of the research and the family strengths emphasized across chapters. Directions for future research compatible with a strengths perspective are discussed. These include additional descriptive research with families of color from an intersectional perspective, intervention research based on family strengths and cultural values, and development of culturally appropriate measurement tools. Implications for practice are also discussed, with a focus on connections between families and schools.
Developing Engaged Readers in School and Home Communities
2 Connecting School and Home: Constructing Partnerships to Foster Reading Development Linda Baker... more 2 Connecting School and Home: Constructing Partnerships to Foster Reading Development Linda Baker University of Maryland, Baltimore County JoBeth Allen University of Georgia Betty Shockley Fowler Drive Elementary School Anthony D. Pellegrini Lee Galda Steven Stahl ...
The purpose of this article is to synthesize the emerging neuroimaging literature that reveals ho... more The purpose of this article is to synthesize the emerging neuroimaging literature that reveals how the brain responds when readers and listeners encounter texts that demand monitoring of their ongoing comprehension processes. Much of this research has been undertaken by cognitive scientists who do not frame their work in metacognitive terms, and therefore it is less likely to be familiar to psychologists who study metacognition in educational contexts. The important role of metacognition in the development and use of academic skills is widely recognized. Metacognition is typically defined as the awareness and control of one's own cognitive processes. In the domain of reading, the most important metacognitive skill is comprehension monitoring, the evaluation and regulation of comprehension. Readers who monitor their understanding realize when they have encountered difficulty making sense of the text, and they apply error correction procedures to attempt to resolve the difficulty....
International Electronic Journal of Elementary Education, 2011
The Reading, Engaging, and Learning project (REAL) investigated whether a classroom intervention ... more The Reading, Engaging, and Learning project (REAL) investigated whether a classroom intervention that enhanced young children's experience with informational books would increase reading achievement and engagement. Participants attended schools serving low income neighborhoods with 86% African American enrollment. The longitudinal study spanned second through fourth grades. Treatment conditions were: (1) Text Infusion/Reading for Learning Instruction �� students were given greater access to informational books in their classroom libraries and in reading instruction; (2) Text Infusion Alone �� the same books were provided but teachers were not asked to alter their instruction; (3) Traditional Instruction �� student s experienced business as usual in the classroom. Children were assessed each year on measures of reading and reading engagement, and classroom instructional practices were observed. On most measures, the informational text infusion intervention did not yield different...
It has been about 25 years now since researchers first became interested in the study of metacogn... more It has been about 25 years now since researchers first became interested in the study of metacognition, with the onset of interest marked by the publication of the 1975 metamemory interview study of Kreutzer, Leonard, and Flavell and the seminal theoretical work of John Flavell (1976) and Ann Brown (1978). The early work by developmental psychologists on age-related differences in children's metacognition captured the attention of researchers concerned with individual differences in academic achievement in children as well as adults. Within academic domains, most of the research has been focused on reading and studying (Baker
The intimate family culture for early literacy socialization was documented for a socioculturally... more The intimate family culture for early literacy socialization was documented for a socioculturally heterogeneous sample of 66 children enrolled in pre-kindergarten through third grade at public elementary schools in a large U.S. city. Parents were interviewed about 3 types of indexes of their family’s intimate culture: the child’s engagement in various literacy-related activities at home, the parents’ orientation towards the significance of literacy for early child development, and the family’s routines of dinnertime, reading aloud, and doing homework for school. Basic reading competencies were assessed with the Woodcock–Johnson Psychoeducational Battery—Tests of Achievement, Revised (1989). Multiple regression analysis found that a significant proportion of variance in the children’s literacy development was predicted by each of the quantitative indexes of intimate family culture, leaving little or no additional variance that was due to family income or ethnicity.
Processing Temp ral Relationships in Simple. tories: Effects of In t Sequence.' Technical Report'... more Processing Temp ral Relationships in Simple. tories: Effects of In t Sequence.' Technical Report'No. 84.
Prim r distp tion q t is reO has Ifninad yA. lPease ddrifsa coe-. spo e co c,|ninq dirib tio of p... more Prim r distp tion q t is reO has Ifninad yA. lPease ddrifsa coe-. spo e co c,|ninq dirib tio of po s t. U. m Re ar In it e fo/ e hay r," an V en s. TN ERP .50 isen er eAleanr ir i 3-FINAL DISPOSITION: This report may be destroyed when it is no longer needed. Please do not return it to the U.S. Army Research Institute for the Behavioral and Social Sciences. NOTE: The findings in this report are not to be construed as an official Department of the Army position, unless so designated by other authorized documents. %" UNCLASSIFIED SECURITY CLASSIFICATION OF THIS PAGE FormT Approved REPORT DOCUMENTATION PAGE OM No. pp4.0e la. REPORT SECURITY CLASSIFICATION lb RESTRICTIVE MARKINGS Unclassified 2a. SECURITY CLASSIFICATION AUTHORITY 3 DISTRIBUTION/ AVAILABILITY OF REPORT 2b. DECLASSIFICATION/DOWNGRADING SCHEDULE Approved for public release; I distribution unlimited. 4. PERFORMING ORGANIZATION REPORT NUMBER(S) 5 MONITORING ORGANIZATION REPORT NUMBER(S)
MNoOO.oe la. REPORT SECURITY CLASSIICATION lb. RESTRICTIVE MARKINGS Unclassified 2a. SECURITY CLA... more MNoOO.oe la. REPORT SECURITY CLASSIICATION lb. RESTRICTIVE MARKINGS Unclassified 2a. SECURITY CLASSIFICATION AUTHORITY 3. DISTRIBUTION /AVAILABILITY OF REPORT Approved for public release; distribution 2b. DECLASSIFICATION I DOWNGRADING SCHEDULE unlimited 4. PERFORMING ORGANIZATION REPORT NUMBER(S) S. MONITORING ORGANIZATION REPORT NUMBER(S) ARI Research Report 808 TCN 87-234 6a. NAME OF PERFORMING ORGANIZATION 6b. OFFICE SYMBOL 7a. NAME OF MONITORING ORGANIZATION
Transformations-. Two experiments examined`c hildren's ability to apply three different standards... more Transformations-. Two experiments examined`c hildren's ability to apply three different standards for evaluating their understanding. Fiveseven-, nine-, and eldyen-year-oId children were presented with short ,narrative passages within which were embedded three types of problems (nonsense words, internal inconsistencies, and prior knowledge violations), each of which could only be identified it a specific standard of evaluationwere used (lexical, internal consistency, and external consistency, respectively). Since the focus-of the study was on the,effectiveness with which Children could apply the sfandards, rather than on the likelihood that they would spontaneously adopt and then apply them, the subjects were eplicitly instructed in advance that their task was to find the "mistakes." Moreover, the subjects were given immediate feedback aftereach trial and a second opportunity to find any missed problems. Although older children used all three standards more effectively than younger children, overall preblem identification was-considerably better than that reported in non-instructed settings,.-.Tpe.ifiternal consistency standard was aPpried.least effectively, but even the youngest-Children were able to use it. Ihe results illustrate ihe_need to consider comprehension monitoring skills_ with respect to-specific standards of .evaluation, rather than as a unitary phenomenon. (Author) supplied by ED RS are. the_ best that can be made from the original document.
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
This document has Wirert reprOdirC94 e receiver] from the person or oroeniterg originating It Li ... more This document has Wirert reprOdirC94 e receiver] from the person or oroeniterg originating It Li Minot changes have Poets made to impstit teproduction quality.
... In DL Forrest-Pressley, GE MacKinnon, & TG Waller (Eds.), Metacognition, cognition, a... more ... In DL Forrest-Pressley, GE MacKinnon, & TG Waller (Eds.), Metacognition, cognition, and human performance (pp. ... TABLES AND FIGURES. Table 1. Mean Number of Problems Identified at TwoLevels of Evaluation as a Function of Instructional Condition and Time of Test. ...
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