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Descriptors:
Neurosciences; Educational Research; Interdisciplinary Approach; Intellectual Disciplines; Literature Reviews; Vocabulary

Abstract:
Within the emerging field of educational neuroscience, concerns exist that the impact of neuroscience research on education has been less effective than hoped. In seeking a way forward, it may be useful to consider the problems of integrating two complex fields in the context of disciplinary boundaries. Here, a boundary perspective is used as a lens for analyzing the results of a systematic review of the educational neuroscience literature. Recurring vocabulary used within the literature suggests indirect use of boundary principles, including the idea of connections and bridges between disciplines, inter-, multi-, and transdisciplinarity, and reference to tools (boundary objects) and people that may be useful in the evolving field of educational neuroscience. Analyzing the educational neuroscience literature through the lens of boundary principles indicates that the boundary between the two disciplines may itself be a bridging mechanism useful for the creation of a new discipline and new knowledge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Item Response Theory; Morphemes; Semantics; Reading Comprehension; Word Frequency; Vocabulary Development; Reading Ability; Adolescents; Reading; Literacy; Middle School Students; Models; Literacy Education; Grade 7; Grade 8; Vocabulary; Raw Scores; Correlation; Syllables

Abstract:
The current study uses a crossed random-effects item response model to simultaneously examine both reader and word characteristics and interactions between them that predict the reading of 39 morphologically complex words for 221 middle school students. Results suggest that a reader's ability to read a root word (e.g., "isolate") predicts that reader's ability to read a related derived word (e.g., "isolation"). After controlling for root-word reading, results also suggest that the remaining variability in derived-word reading can be explained by word and reader characteristics. The significant word characteristics include derived-word frequency and root-word frequency but not morpheme neighborhood size, average family frequency, number of morphemes, or semantic opaqueness. The significant reader characteristics include morphological awareness and vocabulary knowledge but not reading comprehension. Only phonological and orthographic-phonological opaqueness interacted with the effect of root-word reading, suggesting that students were less able to apply root-word knowledge when the root word changed phonologically (with or without an orthographic change) in the larger derived word. Discussion is included regarding how findings from this study inform the development of models of word reading for adolescents. (Contains 3 tables, 3 figures, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing (Composition); Reading Instruction; Writing Instruction; Writing Strategies; Writing Processes; Sentences; Vocabulary; Educational Practices; Teaching Methods

Abstract:
When instructing reading and composition, teachers should have students write down dictated vocabulary, short phrases, simple sentences, etc., occasionally modifying these, in order to deepen their understanding of how "kana" (i.e., phonetic characters) and vocabulary are used. This can be broken down into the following four activities: (1) Transcribing dictated vocabulary; (2) Transcribing dictated short phrases; (3) Transcribing dictated simple sentences; and (4) Modifying simple sentences. However, dictation practice is limited to the first two activities [of transcribing vocabulary and short phrases], and no attention is paid to the other activities, with the result that the relation between reading and composition instruction becomes [as disconnected] as described in the early part of this article. Thus, the main argument the author wishes to pursue will be made by focusing on the third and fourth activities [transcribing dictated simple sentences and modifying simple sentences]. (Contains 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Familiarity; English (Second Language); Foreign Countries; College Faculty; Protocol Analysis; Semi Structured Interviews; Second Language Instruction; Second Language Learning; Editing; Language Teachers; Native Speakers; Scientific Research; Teacher Attitudes; Academic Discourse; Writing (Composition); Japanese; Cooperation; Medicine; English for Special Purposes; Apprenticeships; Vocabulary

Abstract:
Native-English-speaking English teachers at universities in EFL contexts are often asked to edit scientific manuscripts written by English as an additional language (EAL) colleagues. However, a lack of familiarity with scientific writing can make such editing tasks burdensome to English teachers. Using Lave and Wenger's (1991) notion of legitimate peripheral participation as an analytical lens, this study explored how English teachers who regularly edited healthcare-related texts learned the "craft" of scientific editing. Semi-structured interviews were conducted with four English-teaching editors employed at universities in Japan, with a focus on these editors' initial difficulties with editing and how editors overcame these difficulties. Two participants also completed think-aloud editing tasks, which were followed by stimulated recall interviews. Results indicate that four issues are of potential significance to these English teachers' learning of and attitudes towards the craft of scientific editing: 1) the various styles and terminology of medical academic writing; 2) authors' involvement in the editing process; 3) the ability to communicate with authors in Japanese; and 4) early apprenticeship or immersion experiences. We conclude that universities in EFL contexts should encourage greater collaboration, involving both education and research, between English teachers and scientific professionals. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Supplementary Education; Tutoring; Children; Alphabets; Reading Difficulties; Phonological Awareness; Males; Preschool Children; Early Childhood Education; At Risk Students; Effect Size; Vocabulary

Abstract:
Background: Providing preschoolers at-risk for reading difficulties with additional support is of increasing interest in early childhood education. However, the research on programming in preschool for this additional support is limited and yields inconclusive findings. Objective: The current studies explore different grouping configurations in a supplemental tutoring program for at-risk preschoolers in order to provide early childhood educators with guidance on grouping strategies for use in their supplemental instruction. Methods: Two grouping configurations are examined via two studies. In Study 1, 45 at-risk preschoolers (18 boys, 27 girls) were selected and randomly assigned to a one-on-one tutoring or paired tutoring condition. In Study 2, 54 at-risk children (31 boys, 23 girls) were selected and randomly assigned to one of two pairing conditions: with a highly-skilled peer or with a similarly low-skilled peer. In each study, children received tutoring that supplemented the classroom instruction twice a week over the academic year. Results: In Study 1, children in both conditions made similar gains on the alphabet knowledge and phonological awareness measures and the one-on-one group outperformed the paired group on receptive vocabulary but the effect size was small. In Study 2, the children in the matched-pairing condition evidenced a trend toward greater gains than those paired with high-skilled peer on the phonological awareness measure but not on alphabet knowledge and receptive vocabulary measures. Conclusion: The results of studies hold promise for achieving optimal outcomes by providing supplemental instruction to the maximum number of preschoolers using a dyad model instead of the typical one-on-one model. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; English (Second Language); Nouns; Language Variation; English; Foreign Countries; Official Languages; Language Role; Computational Linguistics; Web Sites; Language Usage; Native Speakers; Second Language Learning; Grammar; Vocabulary

Abstract:
In this study we explored variation in the countability of nouns in Outer Circle, Expanding Circle and lingua franca Englishes, a phenomenon which is frequently cited as a marker of Inner Circle norms in TESOL and of endonormative and emerging varieties in the Outer and Expanding Circles. We inspected a set of mass nouns like "information" and "equipment" in the VOICE corpus and websites from Outer and Expanding Circle country domains. We also evaluated potential causes of variation, investigating differences between Outer and Expanding Circles and the contribution of substrate influence. Our data show notable and widespread countable use of nouns that are generally non-count in Inner Circle Englishes, but such usage is highly infrequent overall. There appears to be greater variation in the Outer than the Expanding Circle, but little evidence of a determining role for substrate influence. We conclude that the prominence given to countability as a marker of "nativeness" and "non-nativeness" is unhelpful, in both the prescriptive context of TESOL and the descriptive contexts of world Englishes and English as a Lingua Franca. We advocate the use of web-based corpora to investigate lexico-grammatical variation in lingua franca usage and to reveal the "plurilithic" nature of English. (Contains 2 tables, 3 figures and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing (Composition); Grade 5; Vocabulary; Story Telling; Persuasive Discourse; Expository Writing; Multiple Regression Analysis; Correlation; Predictor Variables; Vocabulary Skills; Vocabulary Development; Writing Skills; Writing Evaluation; Holistic Evaluation; Literary Genres

Abstract:
The purpose of this study was to examine the role of vocabulary in writing across three genres. Fifth graders (N = 105) wrote three compositions: story, persuasive, and informative. Each composition revolved around the topic of outer space to control for background knowledge. Written compositions were scored for holistic writing quality and several different vocabulary constructs: diversity, maturity, elaboration, academic words, content words, and register. The results indicated that students vary their vocabulary usage by genre. Story text had higher diversity than informative text as well as higher maturity as compared to persuasive text. Persuasive text contained higher diversity than informative text, and higher register than both of the other genres. Informative text included more content words and elaboration than the other text types as well as more maturity than persuasive text. Additionally, multiple regression and commonality analysis indicated that the vocabulary constructs related to writing quality differed by genre. For story text, vocabulary diversity was a unique predictor, while for persuasive text, content words and register were unique predictors. Finally, for informative text content words was the strongest unique predictor explaining almost all of the total variance in the five factor model, although maturity was also a unique predictor. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Augmentative and Alternative Communication; Severe Disabilities; Males; Case Studies; Vocabulary; Language Usage; Empowerment; Caregiver Attitudes; Foreign Countries

Abstract:
This paper examines a case study of a severely physically disabled man, Ralph, in terms of his interaction with his carers. He communicates using various systems of augmentative and alternative communication (AAC, such as symbol boards and high-tech devices), the vocabulary for which has mostly been selected for him by others. The starting point of the paper is the assumption that disabled people have traditionally held a disempowered position in society (relative to non-disabled people), and the question asked is to what extent is Ralph further disempowered by the limited vocabulary available to him in his AAC systems, and in the way others interact with him. The paper draws on the work of Bourdieu, according to whom "Language is not only an instrument of communication or even of knowledge, but also an instrument of power" (1977, 648). I consider the tensions between the drive towards the empowerment of disabled individuals, as exemplified by the provision of AAC, and opposition to allowing access to certain types of vocabulary (especially expletives such as "the F word"), unless it is expressed in "the nicest possible way". Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade 3; Elementary School Students; Content Area Reading; Textbooks; Reading Instruction; Reading Tests; Diagnostic Tests; Surveys; Reading Strategies; Reading Comprehension; Testing; Prediction; Vocabulary; Teaching Guides; Instructional Materials

Abstract:
The Grade 3 Informational Text Reading Inventory (ITRI) was developed to address the specific reading challenges that grade 3 students encounter as they move from reading largely narrative textbooks in grade 2 to being expected to read and comprehend more dense and content-driven text in grade 3. This booklet contains all of the information teachers need to use the Grade 3 ITRI materials, including assessments, lessons and graphic organizers, answer keys, student scoring sheets, and a survey of the scientifically-based reading research that is foundational to ITRI. Because all Grade 3 ITRI content comes from "Indiana's Academic Standards" for grade 3, the ITRI materials will enhance the subject matter teachers already teach. Students will always learn the reading skills within the context of their content area curriculum. Appended are: (1) Critical Differences in Grade 2 and Grade 3 Textbooks; (2) The Scientifically-Based Reading Research (SBRR) Behind Grade 3 ITRI; (3) Chart of Academic Standards Addressed Across the Curriculum; (4) Metacognitive Reading Survey Scoring Key; (5) Scoring Sheet: ITRI Assessments; (6) Scoring Sheet: Grade 3 ITRI Lessons; (7) Instructions for Using the Graphic Organizers with Hop To It; and (8) ITRI Acknowledgements. A glossary and an index are included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade 5; Elementary School Students; Content Area Reading; Textbooks; Reading Instruction; Reading Tests; Diagnostic Tests; Reading Comprehension; Testing; Sequential Approach; Inferences; Visual Aids; Vocabulary; Teaching Guides; Scoring; Academic Standards

Abstract:
The Grade 5 Informational Text Reading Inventory (ITRI) was developed to address the specific reading challenges that grade 5 students encounter when reading their textbooks and other informational text. In fifth grade, students are expected not only to comprehend difficult passages, but also to extend their comprehension through drawing inferences and critically evaluating the materials they read. This booklet contains all the information teachers need to use the Grade 5 ITRI materials, including assessments, lessons, concluding projects, answer keys, student scoring sheets, and a survey of the scientifically-based reading research that is foundational to ITRI. Because all Grade 5 ITRI content comes from "Indiana's Standards" for grade 5, the ITRI materials will enhance the subject matter teachers already teach. Students learn the reading skills within the context of their content area curriculum. Appended are: (1) The Scientifically-Based Reading Research (SBRR) Behind Grade 5 ITRI; (2) Chart of Academic Standards Addressed Across the Curriculum; (3) Scoring Sheet: ITRI Assessments; (4) Scoring Sheet: Grade 5 ITRI Lessons; (5) Preparing Students for Research Projects; and (6) ITRI Acknowledgments. A glossary is included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (29960K)