They need teachers who know how to teach the foundational skills of reading and
comprehension of academic language.
Not exact matches
With increased instruction in
academic language, and increased attention to understanding
of morphology and connectives, Lesaux hopes to close the gap between students» reading skills and their
comprehension.
Harvard Graduate School
of Education will work with the Strategic Education Research Partnership and other partners to complete a program
of work designed to a) investigate the predictors
of reading
comprehension in 4th - 8th grade students, in particular the role
of skills at perspective - taking, complex reasoning, and
academic language in predicting deep
comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning,
academic language skill, and deep
comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep
comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components
of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding
of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning,
academic language skill, and deep
comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development
of a discussion - based curriculum for 4th - 5th graders, and to the expansion
of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and
academic language skills (Snow & Uccelli).
This instrument has enabled us to directly measure a larger constellation
of academic language skills that go beyond
academic vocabulary and to offer direct evidence
of strong associations between these skills and reading
comprehension (Phillips - Galloway, Stude, Uccelli, in press; Uccelli, Barr, Dobbs, Phillips - Galloway, Meneses, & Sánchez, 2015; Uccelli, Phillips - Galloway, Barr, Meneses, & Dobbs, 2015).
Our ultimate goal is to highlight the importance
of ongoing adolescent
language development for educators, researchers, and policy makers by revealing how teachers» and students» ways
of using
language support advances in students» text
comprehension,
academic writing, and school achievement.
The CALS construct is defined as a constellation
of the high - utility
language skills that correspond to linguistic features prevalent in oral and written
academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge
of logical connectives, such as nevertheless, consequently; knowledge
of structures that pack dense information, such as nominalizations or embedded clauses; knowledge
of structures for organizing argumentative texts) Over the last years, as part
of the Catalyzing
Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core
academic language skills (CALS - I) for students in grades 4 - 8.
Helping students understanding the
academic language of geometry is critical to
comprehension.
While multiple meta - analyses and large - scale research studies have found that models following the bilingual approach can produce better outcomes than ESL models, as measured by general
academic content assessments or measures
of reading
comprehension or skills, other studies indicate that the quality
of instructional practices matter as well as the
language of instruction.
The mechanics
of reading, the development
of comprehension and the acquisition
of academic language are vital to student learning in all subjects.
Unlike videos or television, interactive book apps develop
language comprehension — background knowledge,
academic vocabulary, reasoning skills, and understanding
of language structures.
Academic self - concept consists of three main domains: mathematic academic self - concept, verbal academic self - concept, and general academic self - concept (Marsh, 1990; Muijs, 1997), which involve a wide variety of different specific academic facets (e.g., math, biology, physical and economic sciences for math self - concept; writing / reading, text comprehension, foreign languages, history, and geography for verbal self - c
Academic self - concept consists
of three main domains: mathematic
academic self - concept, verbal academic self - concept, and general academic self - concept (Marsh, 1990; Muijs, 1997), which involve a wide variety of different specific academic facets (e.g., math, biology, physical and economic sciences for math self - concept; writing / reading, text comprehension, foreign languages, history, and geography for verbal self - c
academic self - concept, verbal
academic self - concept, and general academic self - concept (Marsh, 1990; Muijs, 1997), which involve a wide variety of different specific academic facets (e.g., math, biology, physical and economic sciences for math self - concept; writing / reading, text comprehension, foreign languages, history, and geography for verbal self - c
academic self - concept, and general
academic self - concept (Marsh, 1990; Muijs, 1997), which involve a wide variety of different specific academic facets (e.g., math, biology, physical and economic sciences for math self - concept; writing / reading, text comprehension, foreign languages, history, and geography for verbal self - c
academic self - concept (Marsh, 1990; Muijs, 1997), which involve a wide variety
of different specific
academic facets (e.g., math, biology, physical and economic sciences for math self - concept; writing / reading, text comprehension, foreign languages, history, and geography for verbal self - c
academic facets (e.g., math, biology, physical and economic sciences for math self - concept; writing / reading, text
comprehension, foreign
languages, history, and geography for verbal self - concept).