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Fourth Grade (fourth + grade)
Selected AbstractsSimple but complex: components of the simple view of reading across grade levelsJOURNAL OF RESEARCH IN READING, Issue 4 2009Janet Tilstra The purpose of this study was to examine the simple view of reading (SVR) and contributions of verbal proficiency and reading fluency to reading comprehension for fourth-, seventh- and ninth-grade readers (N=271). The SVR explained a significant proportion of variance in reading comprehension for all grades with decreasing explained variance in higher grades. The variance explained by decoding decreased from fourth grade to higher grades. The variance explained by listening comprehension increased from fourth- to seventh-grade, but did not change from seventh- to ninth-grade. In all grades, verbal proficiency and reading fluency contributed substantial additional variance to reading comprehension beyond the SVR. Changes in the predictive relation between listening and reading comprehension and factors influencing reading comprehension in each grade are discussed. [source] Physical Activity and Healthy Eating in the After-School EnvironmentJOURNAL OF SCHOOL HEALTH, Issue 12 2008Karen J. Coleman PhD ABSTRACT BACKGROUND:, No research to date has extensively described moderate and vigorous physical activity (MVPA) and healthful eating (HE) opportunities in the after-school environment. The current study described the quality of the after-school environment for its impact on children's MVPA and HE. METHODS:, An alliance of 7 elementary schools and Boys and Girls Clubs who worked with the Cooperative Extension Service in Lawrence, KS, was selected to participate in a larger intervention study. After-school settings were observed for information regarding session type, session context, leader behavior, physical activity, and snack quality using validated instruments such as the System for Observing Fitness Instruction Time. Data presented are baseline measures for all sites. RESULTS:, Participating children (n = 144) were primarily non-Hispanic white (60%) and in fourth grade (69%). After-school sites offered 4 different sessions per day (active recreation, academic time, nonactive recreation, and enrichment activities). Children were provided with a daily snack. On 36% of the days observed, this snack included fruit, fruit juice, or vegetables. There was significantly more time spent in MVPA during free play sessions (69%) compared to organized adult-led sessions (51%). There was also significantly more discouragement of physical activity during organized adult-led sessions (29%) as compared to the free play sessions (6%). CONCLUSIONS:, The quality of after-school programs can be improved by providing fruits and vegetables as snacks; offering more free play activities; training the after-school staff in simple, structured games for use in a variety of indoor and outdoor settings; and training after-school staff to promote and model MVPA and HE in and out of the after-school setting. [source] A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading DisabilityLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2010Paige C. Pullen Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the "meaningful differences" in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi-experimental posttest-only study that examines the feasibility and effectiveness of the model for first-grade students. Participants were 224 first-grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided. [source] A Normativist Account of Language-Based Learning Disability1,2LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2006J. Bruce Tomblin Research on learning disabilities (LD) depends upon a conceptual framework that specifies what it should explain, what kinds of data are needed, and how these data are to be arranged in order to provide a meaningful explanation. An argument is made that LD are no different in this respect than any other form of human illness. In this article, a theory of LD based on weak normativism drawn from the philosophy of medicine is presented. This theory emphasizes that cultural values (norms) determine which aspects of human experience and function are instances of ill health. Thus, ill health is fundamentally normative. However, the experiences and behaviors themselves arise out of the natural world and therefore can be explained by a culturally neutral natural science. Data from a longitudinal study of specific language impairment are used to show that academic achievement is culturally evaluated, that low achievement is disvalued, and that therefore actions are taken to help the poor achiever. Spoken language abilities in kindergarten are associated with judgments of the adequacy of fourth grade academic achievement and are mediated by reading prior to fourth grade and also via a path that is independent of reading. It is argued that poor academic achievement may be viewed as a disvalued state consistent with an illness, whereas language and reading skills can be viewed as basic causal systems that can explain the child's learning performance. Properties of this causal system are value free, except that they can inherit disvalue by their association with poor achievement. It remains to be determined whether the notion of LD is to be equated with poor achievement and therefore serve as a type of illness or whether it is to be viewed as a particular cause of poor achievement and thus functions as a type of disease associated with poor achievement. The conceptual framework lays out the alternative meanings for LD and the choice between these alternatives will ultimately depend on how it is used in the LD research community. [source] The Logarithmic-To-Linear Shift: One Learning Sequence, Many Tasks, Many Time ScalesMIND, BRAIN, AND EDUCATION, Issue 3 2009Robert S. Siegler ABSTRACT The relation between short-term and long-term change (also known as learning and development) has been of great interest throughout the history of developmental psychology. Werner and Vygotsky believed that the two involved basically similar progressions of qualitatively distinct knowledge states; behaviorists such as Kendler and Kendler believed that the two involved similar patterns of continuous growth; Piaget believed that the two were basically dissimilar, with only development involving qualitative reorganization of existing knowledge and acquisition of new cognitive structures. This article examines the viability of these three accounts in accounting for the development of numerical representations. A review of this literature indicated that Werner's and Vygotsky's position (and that of modern dynamic systems and information processing theorists) provided the most accurate account of the data. In particular, both changes over periods of years and changes within a single experimental session indicated that children progress from logarithmic to linear representations of numerical magnitudes, at times showing abrupt changes across a large range of numbers. The pattern occurs with representations of whole number magnitudes at different ages for different numerical ranges; thus, children progress from logarithmic to linear representations of the 0,100 range between kindergarten and second grade, whereas they make the same transition in the 0,1,000 range between second and fourth grade. Similar changes are seen on tasks involving fractions; these changes yield the paradoxical finding that young children at times estimate fractional magnitudes more accurately than adults do. Several different educational interventions based on this analysis of changes in numerical representations have yielded promising results. [source] Cross-language relationship between Spanish and English oral reading fluency among Spanish-speaking English language learners in bilingual education classroomsPSYCHOLOGY IN THE SCHOOLS, Issue 8 2007Romilia Domínguez De Ramírez This study examined whether oral reading fluency in a child's first language (Spanish) as assessed by Curriculum-Based Measurement (CBM) was related to oral reading fluency in a second language (English) and whether Spanish oral reading fluency probes administered in the fall were predictive of English oral reading fluency outcomes for spring of the same academic year. A total of 68 bilingual education students across grades 1 through 5 were assessed in Spanish and English during the fall, winter, and spring. Results showed that reading in Spanish and English across grades and time periods correlated moderately high with the exception of fourth grade. In addition, Spanish oral reading fluency at the beginning of the year significantly predicted English reading outcomes at the end of the year. These findings suggest that CBM can be a valuable tool for evaluating the relationship between oral reading fluency in both the first and second language. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 795,806, 2007. [source] Peer Deviancy Training and Peer Coercion: Dual Processes Associated With Early-Onset Conduct ProblemsCHILD DEVELOPMENT, Issue 2 2008James Snyder The prospective relationships of conduct problems and peer coercion and deviancy training during kindergarten (mean age = 5.3 years) to overt and covert conduct problems in third,fourth grade were examined in a sample of 267 boys and girls. Coercion and deviancy training were distinct peer processes. Both were associated with earlier child conduct problems but were differentially associated with child impulsivity, verbal ability, anxiety, peer rejection, and deviant peer affiliation. Coercion by peers predicted overt conduct problems and peer deviancy training and the interaction of deviancy training and coercion predicted covert conduct problems in third,fourth grade. Peer deviancy training occurs in early childhood and may serve as an independent risk mechanism in addition to peer coercion for early-onset, persisting conduct problems. [source] Fluency remediation in dyslexic children: does age make a difference?DYSLEXIA, Issue 2 2008Patrizio E. Tressoldi Abstract This study tested the hypothesis whether older dyslexic children may obtain fewer gains on fluency and accuracy with respect to their younger peers after specific remediation. Changes in accuracy and fluency of a group of children with a diagnosis of dyslexia attending third and fourth grades were compared with those obtained by a group of children attending the sixth, seventh or eighth grade in two different treatments, one based on the Balance model (Bakker) and the second based on the automatization of syllable recognition (sublexical). Among all comparisons between the gains in accuracy and fluency obtained by the two groups, only the younger group in the sublexical treatment obtained a statistically significant gain with respect to their older peers' accuracy in reading words. These outcomes suggest that, at least for the chronological ages and types of treatments considered in this study, older children with dyslexia may obtain comparable gains to their younger peers, suggesting that ,it is never too late' to remediate reading fluency and accuracy. Copyright © 2007 John Wiley & Sons, Ltd. [source] Eye movements in German-speaking children with and without dyslexia when reading aloudACTA OPHTHALMOLOGICA, Issue 6 2010Susanne Trauzettel-Klosinski Acta Ophthalmol. 2010: 88: 681,691 Abstract. Purpose:, The phonological difficulty and orthographic regularity of a language influence reading strategies. Only a few studies have been conducted in readers of German, which has a high grapheme,phoneme correspondence. The aim of this study was to investigate, firstly, the influence of different levels of phonological difficulty of reading material in German on reading in children and, secondly, to compare the reading strategies of German children with findings in English-speaking readers. Methods:, Eye movements in 16 German children with dyslexia and 16 age-matched control children (mean age 9.5 ± 0.35 years) in the third and fourth grades of school were recorded by scanning laser ophthalmoscope while they read aloud two texts of differing levels of difficulty. Results:, In the dyslexia group, reading speed was slowed, and the number of saccades and regressions was raised markedly, although the percentage of regressions only slightly. The number of eye movements increased in both groups with increasing text difficulty, although much more in the dyslexia group than in the control group, whereas fixation duration was not influenced. Conclusions:, Phonological difficulty influences reading speed and eye movement pattern: children with dyslexia markedly increase their number of eye movements and analyse the text in smaller units per fixation, but keep fixation duration constant. This strategy reflects their favouring of the indirect, sublexical route of grapheme,phoneme conversion, whereas readers of English-language texts are more likely to prefer the whole-word approach, i.e. the direct, lexical route that is associated with orthographic memory. [source] Variable Memory Strategy Use in Children's Adaptive Intratask Learning Behavior: Developmental Changes and Working Memory Influences in Free RecallCHILD DEVELOPMENT, Issue 4 2007Martin Lehmann Variability in strategy use within single trials in free recall was analyzed longitudinally from second to fourth grades (ages 8,10 years). To control for practice effects another sample of fourth graders was included (age 10 years). Video analyses revealed that children employed different strategies when preparing for free recall. A gradual shift from labeling to cumulative rehearsal was present both with increasing age and across different list positions. Whereas cumulative rehearsal was frequent at early list positions, labeling was dominant at later list portions. Working memory capacity predicted the extent of cumulative rehearsal usage, which became more efficient with increasing age. Results are discussed in the context of the adaptive strategy choice model. 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