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Title: Prospective Elementary Teachers Learning To Reason Flexibly With Sums And Differences: Number Sense Development Viewed Through The Lens Of Collective Activity.
Creator: Whitacre, Ian
Abstract/Description: I present a viable learning trajectory for prospective elementary teachers' number sense development with a focus on whole-number place value, addition, and subtraction. I document a chronology of classroom mathematical practices in a Number and Operations course. The findings provide insights into prospective elementary teachers' number sense development. These include the role of standard algorithms and their relationship to the evolution of classroom mathematical practices that involve...
Show moreI present a viable learning trajectory for prospective elementary teachers' number sense development with a focus on whole-number place value, addition, and subtraction. I document a chronology of classroom mathematical practices in a Number and Operations course. The findings provide insights into prospective elementary teachers' number sense development. These include the role of standard algorithms and their relationship to the evolution of classroom mathematical practices that involve reasoning flexibly about number composition, sums, and differences.
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Date Issued: 2018
Identifier: FSU_libsubv1_wos_000428574200003, 10.1080/07370008.2017.1394303
Format: Citation

Title: The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
Creator: Kim, Young-Suk, Apel, Kenn, Al Otaiba, Stephanie
Abstract/Description: Purpose: We examined the relations of phonological, morphological, and orthographic awareness and vocabulary to word reading and spelling for first grade children who were receiving differentiated instruction in a Response to Intervention (RTI) model of instruction (N = 304). Method: First grade children were assessed on their phonological, morphological, and orthographic awareness, expressive vocabulary, word reading, and spelling. Year-end word reading and spelling were outcome variables...
Show morePurpose: We examined the relations of phonological, morphological, and orthographic awareness and vocabulary to word reading and spelling for first grade children who were receiving differentiated instruction in a Response to Intervention (RTI) model of instruction (N = 304). Method: First grade children were assessed on their phonological, morphological, and orthographic awareness, expressive vocabulary, word reading, and spelling. Year-end word reading and spelling were outcome variables while phonological, morphological, and orthographic awareness, expressive vocabulary, and RTI status (Tiers 1, 2, & 3) were predictor variables assessed in the middle of the school year. Results: The three linguistic awareness skills were unique predictors of word reading and phonological and orthographic awareness were unique predictors of spelling. The contributions these linguistic awareness skills and vocabulary made to word reading and spelling did not differ by children’s RTI tier status. Conclusion: These results, in conjunction with previous studies, suggest that even beginning readers and spellers draw on multiple linguistic awareness skills for their word reading and spelling regardless of their level of literacy skills. Educational implications are discussed.
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Date Issued: 2013-07-05
Identifier: FSU_libsubv1_scholarship_submission_1460578124, 10.1044/0161-1461(2013/12-0013)
Format: Citation

Title: The Unique Relation of Silent Reading Fluency to End-of-Year Reading Comprehension: Understanding Individual Differences at the Student, Classroom, School, and District Levels.
Creator: Kim, Young-Suk, Petscher, Yaacov, Foorman, Barbara
Abstract/Description: Despite many previous studies on reading fluency (measured by a maze task) as a screening measure, our understanding is limited about the utility of silent reading fluency in predicting later reading comprehension and contextual influences (e.g., schools and districts) on reading comprehension achievement. In the present study we examined: (1) How much variance in reading comprehension scores exist between students, classes, schools, and districts for children in grades 3–10; and (2) whether...
Show moreDespite many previous studies on reading fluency (measured by a maze task) as a screening measure, our understanding is limited about the utility of silent reading fluency in predicting later reading comprehension and contextual influences (e.g., schools and districts) on reading comprehension achievement. In the present study we examined: (1) How much variance in reading comprehension scores exist between students, classes, schools, and districts for children in grades 3–10; and (2) whether silent reading fluency measured by a maze task adds a unique contribution to the prediction of spring reading comprehension after accounting for fall spelling and reading comprehension. Results showed that a substantial amount of variance in reading comprehension is attributable to differences among classrooms (21–46 %), particularly in grades 6–10. In addition, approximately 3–5 % of variance in reading comprehension was attributable to differences among schools and districts. Silent reading fluency also explained a unique amount of variance in spring reading comprehension after accounting for students’ performance in reading comprehension and spelling in the fall. Unique variance (pseudo-R 2) varied from 2 to 10 % at the student, class, school, and district levels. These results suggest that a maze task has potential utility as a screening measure of reading comprehension for students in grades 3–10. Furthermore, differences among classrooms, schools, and districts matter for students’ reading comprehension achievement.
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Date Issued: 2015-01-01
Identifier: FSU_libsubv1_scholarship_submission_1460575882
Format: Citation

Title: Understanding the Induction of a Science Teacher: The Interaction of Identity and Context.
Creator: Saka, Yavuz, Southerland, Sherry A., Kittleson, Julie, Hunter, Todd
Abstract/Description: The demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching?...
Show moreThe demanding first years of teaching are a time when many teachers leave the teaching profession or discard the reform-minded practice emphasized in teacher preparation. If we are to lessen teacher attrition and more effectively support teachers during their development, a better understanding of what occurs during their induction into the profession is needed. The question that drove this research was what factors influence how a beginning science teacher negotiates entry into teaching? Specifically, we sought to understand how a beginning science teacher's identities interact with the teaching context, how this interactions shapes his use of reform minded teaching practice, and how the negotiation of identity, context and practice influence a novice teacher's employment decisions. The study involved two years of data collection; data included classroom and school observations, questionnaires, interviews, and teaching artifacts (such as lesson plans and assessments). The results demonstrate how conflicts in identities, institutional expectations, and personal dispositions of this novice influenced his transition in becoming a member of his school community. Implications of these interactions for teacher preparation and support are provided.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0012, 10.1007/s11165-012-9310-5
Format: Citation

Title: Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.
Creator: Kent, Shawn, Wanzek, Jeanne, Petscher, Yaacov, Al Otaiba, Stephanie Dent, Kim, Young-Suk
Abstract/Description: In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students’ reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only...
Show moreIn the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students’ reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed.
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Date Issued: 2014-08-01
Identifier: FSU_libsubv1_scholarship_submission_1453824640, 10.1007/s11145-013-9480-1
Format: Citation

Title: Preschool Teachers and Children's Emergent Writing: Supporting Diverse Learners.
Creator: Dennis, Lindsay, Votteler, Nancy
Abstract/Description: Early literacy skill development is critical during the preschool years. Under that umbrella is emergent writing, a small but important component of overall literacy development. This article presents two writing strategies: (1) writers' workshop and (2) dictation within the context of storybook reading that preschool teachers can utilize to target emergent writing development. Modifications for diverse learners are also included throughout.
Date Issued: 2012
Identifier: FSU_migr_ste_faculty_publications-0017, 10.1007/s10643-012-0563-4
Format: Citation

Title: Preaching What We Practice: A Study of Revision.
Creator: Witte, Shelbie
Abstract/Description: In this article, a three-tiered nationwide study of the pedagogical implications of teachers' revision practices in digital writing environments is discussed. The study investigates the use of revision in the personal and professional writing of teachers and the teaching of revision in their own classrooms. During a three year period, data were collected from a sampling frame of 150 National Writing Project Summer Institute sites, resulting in 181 study participants, and included a...
Show moreIn this article, a three-tiered nationwide study of the pedagogical implications of teachers' revision practices in digital writing environments is discussed. The study investigates the use of revision in the personal and professional writing of teachers and the teaching of revision in their own classrooms. During a three year period, data were collected from a sampling frame of 150 National Writing Project Summer Institute sites, resulting in 181 study participants, and included a longitudinal pre- and post-survey (including Likert survey items and open-ended questions), focus group and follow-up questions, and analysis of writing/revision samples. Results indicated that the strategies that teacher-participants historically used when revising their own writing were not the strategies they used with students. After attending the National Writing Project (NWP) Invitational Summer Institute (ISI) and participating in the associated Electronic Anthology (EA), however, the practices that the study's teacher-participants embraced while teaching writing revision to students in their own classrooms aligned more closely with the practices that they employed in editing their own writing.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0011, 10.3776/joci.2013.v6n2p33-59
Format: Citation

Title: Shifting Pedagogy In An Ap Us Government & Politics Classroom: A Dbir Exploration Of Teacher Growth.
Creator: Adams, Carol M., Lo, Jane C., Goodell, Alexandra, Nachtigal, Sara
Abstract/Description: This paper presents a longitudinal case study of a teacher, over four years, as he participated in a design based implementation research (DBIR) project aimed at implementing a rigorous project-based learning (PBL) Advanced Placement U.S. Government and Politics (APGOV) course in an urban school district. Teacher interviews, professional development sessions, and classroom observations offer a window into how DBIR afforded the teacher unique opportunities to adapt and shift his pedagogical...
Show moreThis paper presents a longitudinal case study of a teacher, over four years, as he participated in a design based implementation research (DBIR) project aimed at implementing a rigorous project-based learning (PBL) Advanced Placement U.S. Government and Politics (APGOV) course in an urban school district. Teacher interviews, professional development sessions, and classroom observations offer a window into how DBIR afforded the teacher unique opportunities to adapt and shift his pedagogical practices and beliefs around PBL in the classroom. Findings suggest the iterative nature of DBIR can serve as an important conduit to study what supports teacher learning over time. (C) 2017 Elsevier Ltd. All rights reserved.
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Date Issued: 2017-05
Identifier: FSU_libsubv1_wos_000399265900007, 10.1016/j.tate.2017.01.011
Format: Citation

Title: Shifting Tides in Teacher Education: English As An Example.
Creator: Simmons, John S.
Abstract/Description: The purpose of this text is to bring together a series of historical/cultural/political strands which, when integrated, provide the raison d'etre of a teacher education program which maintained its identity and purpose since 1947. At that time, a small women's college became the Florida State University, and its teacher education offerings began to increase and diversify. One of those strands resides in the author's belief that education, particularly public education, is a reflection of the...
Show moreThe purpose of this text is to bring together a series of historical/cultural/political strands which, when integrated, provide the raison d'etre of a teacher education program which maintained its identity and purpose since 1947. At that time, a small women's college became the Florida State University, and its teacher education offerings began to increase and diversify. One of those strands resides in the author's belief that education, particularly public education, is a reflection of the society that authorizes and supports it. Another is that the endeavor of educators to produce literate citizens has always been a complex, often controversial one, never moreso than the early 21st century. The language of a democratically oriented people is, after all, both vital and dynamic; it is a vehicle for explanation, persuasion, pleasure, and catharsis. To teach effective means of understanding, interpreting, appreciating, and using that language in the "real world" continues to be an absorbing enterprise.
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Date Issued: 2005
Identifier: FSU_migr_ste_faculty_publications-0001
Format: Citation

Title: The effects of orthographic consistency on reading development: A within and between cross-linguistic study of fluency and accuracy among fourth grade English- and Hebrew-speaking children.
Creator: Katzir, Tami, Schiff, Rachel, Kim, Young-Suk
Abstract/Description: The different level of transparency of letter-sound mapping in various orthographies has been found to influence reading development across languages. The Hebrew orthography represents a special case of within language design with two versions of the script, a transparent (vowelized) and an opaque one (unvowelized). In this study we conducted a within and between comparison of word reading fluency and accuracy of English- and Hebrew-speaking children in fourth grade. In addition, the role of...
Show moreThe different level of transparency of letter-sound mapping in various orthographies has been found to influence reading development across languages. The Hebrew orthography represents a special case of within language design with two versions of the script, a transparent (vowelized) and an opaque one (unvowelized). In this study we conducted a within and between comparison of word reading fluency and accuracy of English- and Hebrew-speaking children in fourth grade. In addition, the role of phonological awareness and vocabulary in predicting word reading in each language was examined. Findings suggest different trends for fluency and accuracy measures, with Hebrew-speaking children performing higher on word reading accuracy, and significantly lower on reading fluency. Phonological awareness was found to be a universal predictor of word reading in both languages. Vocabulary had an independent contribution to word reading only in English, indicating a unique role of verbal abilities to inconsistent orthographies.
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Date Issued: 2012-12-01
Identifier: FSU_libsubv1_scholarship_submission_1453824624
Format: Citation

Title: The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Puranik, Cynthia, Folsom, Jessica Sidler, Gruelich, Luana
Abstract/Description: In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed...
Show moreIn the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally (p = .06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, vocabulary was positively and uniquely related to word reading and spelling after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity.
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Date Issued: 2013-03-30
Identifier: FSU_libsubv1_scholarship_submission_1460577167, 10.1007/s11145-013-9440-9
Format: Citation

Title: The Utility and Accuracy of Oral Reading Fluency Score Types in Predicting Reading Comprehension.
Creator: Petscher, Yaacov, Kim, Young-Suk
Abstract/Description: This study used data from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) Oral Reading Fluency (ORF) probes to examine variation among different ORF score types (i.e., the median of three passages, the mean of all three passages, the mean of passages 2 and 3, and the score from passage 3) in predicting reading comprehension as a function of student reading fluency level and compare the screening accuracy of these score types in predicting student reading...
Show moreThis study used data from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) Oral Reading Fluency (ORF) probes to examine variation among different ORF score types (i.e., the median of three passages, the mean of all three passages, the mean of passages 2 and 3, and the score from passage 3) in predicting reading comprehension as a function of student reading fluency level and compare the screening accuracy of these score types in predicting student reading comprehension. The results revealed that the relation between oral reading fluency and reading comprehension varied as a function of students’ oral reading fluency and that different score types had varying predictive validity for year-end reading comprehension. The mean of all three passages demonstrated marginally better balance in screening efficiency from September to December of grade one (especially for low-performing students), whereas in grades two and three, the median score was the best predictor. Furthermore, across all grades, increasing reading rates were observed for the three administered passages within an assessment period. The observed patterns mimicked previous experimental studies (Francis et al., 2008; Jenkins, Graff, & Miglioretti, 2009), suggesting that practice effects are an important consideration in the administration of multiple passages assessing oral reading fluency.
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Date Issued: 2011-02-01
Identifier: FSU_libsubv1_scholarship_submission_1460568832, 10.1016/j.jsp.2010.09.004
Format: Citation

Title: Towards an understanding of dimensions, predictors, and gender gap in written composition.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Wanzek, Jeanne, Gatlin, Brandy
Abstract/Description: We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor...
Show moreWe had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling. Results showed that writing quality, productivity, and CBM scoring were dissociable constructs, but that writing quality and CBM scoring were highly related (r = .82). Language and cognitive predictors differed among the writing outcomes. Boys had lower writing scores than girls even after accounting for language, reading, attention, spelling, handwriting automaticity, and rapid automatized naming. Results are discussed in light of writing evaluation and a developmental model of writing.
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Date Issued: 2015-02-01
Identifier: FSU_libsubv1_scholarship_submission_1460576502
Format: Citation

Title: Using Pivotal Response Training and Technology to Engage Preschoolers With Autism in Conversations.
Creator: Stockall, Nancy, Dennis, Lindsay
Abstract/Description: It is well known that children with autism spectrum disorder (ASD) demonstrate a significant delay in language development that impacts their ability to engage in robust conversations. In this article the authors discuss two specific elements of pivotal response training—motivation and self-initiations—for children with ASD. Specific research-based intervention strategies are addressed for teaching preschoolers with ASD to ask questions leading to social conversations. Additionally, the...
Show moreIt is well known that children with autism spectrum disorder (ASD) demonstrate a significant delay in language development that impacts their ability to engage in robust conversations. In this article the authors discuss two specific elements of pivotal response training—motivation and self-initiations—for children with ASD. Specific research-based intervention strategies are addressed for teaching preschoolers with ASD to ask questions leading to social conversations. Additionally, the authors suggest ways that teachers can embed technology, specifically the use of iPad apps, to further support conversations.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0015, 10.1177/1053451213509486
Format: Citation

Title: The Relative Impact Of Aligning Tier 2 Intervention Materials With Classroom Core Reading Materials In Grades K-2.
Creator: Foorman, Barbara R., Herrera, Sarah, Dombek, Jennifer
Abstract/Description: This randomized controlled trial in 55 low-performing schools across Florida compared 2 early literacy interventions1 using stand-alone materials and 1 using materials embedded in the existing core reading/language arts program. A total of 3,447 students who were below the 30th percentile in vocabulary and reading-related skills participated in the study. Both interventions were implemented with fidelity for 45 minutes daily for 27 weeks in small groups of 4 students (or 5 in grade 2). The...
Show moreThis randomized controlled trial in 55 low-performing schools across Florida compared 2 early literacy interventions1 using stand-alone materials and 1 using materials embedded in the existing core reading/language arts program. A total of 3,447 students who were below the 30th percentile in vocabulary and reading-related skills participated in the study. Both interventions were implemented with fidelity for 45 minutes daily for 27 weeks in small groups of 4 students (or 5 in grade 2). The stand-alone intervention significantly improved grade 2 spelling outcomes relative to the embedded intervention; there were some differential impacts due to cohort and baseline and, in kindergarten, to English-learner status. On average, students in schools in both interventions showed similar improvement in reading and language outcomes and similar percentile gains to those in recent systematic reviews. Results are discussed with respect to alignment of Tier 2 instruction with Tier 1 instruction.
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Date Issued: 2018-03
Identifier: FSU_libsubv1_wos_000426052500006, 10.1086/696021
Format: Citation

Title: Dimensions of Discourse-Level Oral Language Skills and Their Relations to Reading Comprehension and Written Composition: An Exploratory Study.
Creator: Kim, Young-Suk, Park, Cheahyung, Park, Younghee
Abstract/Description: We examined the relations of discourse-level oral language skills (i.e., listening comprehension, and oral retell and production of narrative texts [oral retell and production hereafter]) to reading comprehension and written composition. Korean-speaking first grade students (N = 97) were assessed on listening comprehension, oral retell and production, word reading, spelling, handwriting fluency as well as reading comprehension and written composition. Listening comprehension, and oral retell...
Show moreWe examined the relations of discourse-level oral language skills (i.e., listening comprehension, and oral retell and production of narrative texts [oral retell and production hereafter]) to reading comprehension and written composition. Korean-speaking first grade students (N = 97) were assessed on listening comprehension, oral retell and production, word reading, spelling, handwriting fluency as well as reading comprehension and written composition. Listening comprehension, and oral retell and production tasks were best described as having a bi-factor structure, capturing a general discourse-level oral language construct as well as unique listening comprehension and oral retell constructs which are not explained by the general discourse-level oral language skill. The general discourse-level oral language skill was related to reading comprehension whereas listening comprehension and oral retell were not. Although positive in direction, the general discourse-level oral language skill did not reach the conventional statistical significance in relation to writing quality. These findings suggest that the general discourse-level oral language skill underlying listening comprehension, and oral retell and production tasks is important for reading comprehension, and unique listening comprehension and oral retell skills that are not subsumed to the general discourse-level oral language skill do not independently contribute to reading comprehension.
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Date Issued: 2015-01-18
Identifier: FSU_libsubv1_scholarship_submission_1460575400
Format: Citation

Title: Comprehension Tools for Teachers: Reading for Understanding from Pre-Kindergarten through Fourth Grade.
Creator: Connor, Carol McDonald, Phillips, Beth M., Kaschak, Michael, Apel, Kenn, Kim, Young-Suk, Al Otaiba, Stephanie Dent, Crowe, Elizabeth C., Thomas-Tate, Shurita, Johnson, Lakeisha...
Show moreConnor, Carol McDonald, Phillips, Beth M., Kaschak, Michael, Apel, Kenn, Kim, Young-Suk, Al Otaiba, Stephanie Dent, Crowe, Elizabeth C., Thomas-Tate, Shurita, Johnson, Lakeisha Cooper, Lonigan, Christopher J.
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Abstract/Description: This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is comprised of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for pre-kindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective...
Show moreThis paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is comprised of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for pre-kindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes including morphological awareness, syntax, mental state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set comprised of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and post-intervention proximal assessments, and technology. In addition to the overall framework, we discuss seven of the component interventions and general results of design and efficacy studies.
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Date Issued: 2014-09-01
Identifier: FSU_libsubv1_scholarship_submission_1453824608
Format: Citation

Title: Componential skills of beginning writing: An exploratory study.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Puranik, Cynthia, Folsom, Jessica Sidler, Greulich, Luana, Wagner, Richard K.
Abstract/Description: The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely...
Show moreThe present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely related to writing once oral language, spelling, and letter writing fluency were taken into account. These findings are discussed from a developmental perspective.
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Date Issued: 2011-10-01
Identifier: FSU_libsubv1_scholarship_submission_1460579996, 10.1016/j.lindif.2011.06.004
Format: Citation

Title: Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word Reading Fluency, Text Reading Fluency, and Reading Comprehension.
Creator: Kim, Young-Suk
Abstract/Description: The primary goal was to expand our understanding of text reading fluency (efficiency or automaticity) – how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text...
Show moreThe primary goal was to expand our understanding of text reading fluency (efficiency or automaticity) – how its relation to other constructs (e.g., word reading fluency and reading comprehension) changes over time and how it is different from word reading fluency and reading comprehension. We examined (1) developmentally changing relations among word reading fluency, listening comprehension, text reading fluency, and reading comprehension; (2) the relation of reading comprehension to text reading fluency; (3) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text reading fluency vs. word reading fluency; and (4) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text reading fluency vs. reading comprehension. These questions were addressed using longitudinal data (two time points; Mean age = 5;24 & 6;08) from Korean-speaking children (N = 143). Results showed that listening comprehension was related to text reading fluency at time 2, but not at time 1. At both times text reading fluency was related to reading comprehension, and reading comprehension was related to text reading fluency over and above word reading fluency and listening comprehension. Orthographic awareness was related to text reading fluency over and above other emergent literacy skills and word reading fluency. Vocabulary and grammatical knowledge were independently related to text reading fluency and reading comprehension whereas theory of mind was related to reading comprehension, but not text reading fluency. These results reveal developmental nature of relations and mechanism of text reading fluency in reading development
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Date Issued: 2015-04-12
Identifier: FSU_libsubv1_scholarship_submission_1460568182, 10.1002/rrq.107
Format: Citation

Title: Developmental Trajectories of Writing Skills in First Grade: Examining the Effects of SES and Language and/or Speech Impairments.
Creator: Kim, Young-Suk, Puranik, Cynthia, Al Otaiba, Stephanie
Abstract/Description: We examined growth trajectories of writing and the relation of children’s socio-economic status, and language and/or speech impairment to the growth trajectories. First grade children (N = 304) were assessed on their written composition in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children’s SES had a negative effect on writing quality and productivity. Children with language and/or speech impairment had lower scores than typically developing children...
Show moreWe examined growth trajectories of writing and the relation of children’s socio-economic status, and language and/or speech impairment to the growth trajectories. First grade children (N = 304) were assessed on their written composition in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children’s SES had a negative effect on writing quality and productivity. Children with language and/or speech impairment had lower scores than typically developing children in the quality and productivity of writing. Even after accounting for their vocabulary and literacy skills, students with language and/or speech impairment had lower scores in the quality and organization of writing. Growth rates in writing were not different as a function of children’s SES and language/speech impairment status. Theoretical and practical implications are discussed.
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Date Issued: 2015-06-01
Identifier: FSU_libsubv1_scholarship_submission_1460574568
Format: Citation

Title: Critical digital literacies and school reform: Urban teachers' civic action, heteroglossia, and emerging dialogue structures.
Creator: Stewart, Trevor, Boggs, George L.
Abstract/Description: The hierarchical organization of the teaching profession and traditional modes of education reform discourse have created a simplistic view of teachers’, and especially urban teachers’ responsibility for quality in education. Historically, the structure of and content of education reform discourse has cast teachers in a static role and inhibited their active participation in discussions of educational policy. This paper contextualizes education reform discourse in relation to past educational...
Show moreThe hierarchical organization of the teaching profession and traditional modes of education reform discourse have created a simplistic view of teachers’, and especially urban teachers’ responsibility for quality in education. Historically, the structure of and content of education reform discourse has cast teachers in a static role and inhibited their active participation in discussions of educational policy. This paper contextualizes education reform discourse in relation to past educational crisis narratives to interpret recent shifts in the structure of education reform dialogue. Using Mikhail Bakhtin’s concepts of heteroglossia and addressivity, the authors examine contributions to online discussions and debate composed ostensibly by urban teachers in response to top-down reform discourses. The data were analyzed with respect to discursive choices and grouped subsequently as themed arguments and rhetorical moves. The authors argue that teachers’ strategic responses to education reform exemplify the notion of heteroglossia as they challenge stifling truisms of reform that seek to suspend discussion of all other factors besides teacher quality. Teachers’ use of critical digital literacies thus re-creates critical conversations in place of monologues about school improvement. The online, public discussion of education reform by urban teachers marks a shift in the structure of reform discourse that has the potential to benefit those currently faulted for a variety of social problems. Examining this shift in the discourse of educational policy creates opportunities for teachers, policymakers, and educational researchers to re-examine their roles in dialogue around education reform.
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Date Issued: 2016-04-09
Identifier: FSU_libsubv1_scholarship_submission_1479056911
Format: Citation

Title: Critical Digital Literacies and the Struggle over What’s Common.
Creator: Boggs, George L, Stewart, Trevor
Abstract/Description: It is tempting and even useful to imagine stable camps in a warlike contest over common interests in school reform, and it is an ingrained national tradition to portray meaningful struggle between camps, with Jimmy Stewart or Sidney Poitier playing the good guy in the movie version. Web 2.0 activism, a type of critical literacy, challenges that view as teachers and parents, long positioned in the backseat in national education reform, are increasingly able to drive, organize, and disagree...
Show moreIt is tempting and even useful to imagine stable camps in a warlike contest over common interests in school reform, and it is an ingrained national tradition to portray meaningful struggle between camps, with Jimmy Stewart or Sidney Poitier playing the good guy in the movie version. Web 2.0 activism, a type of critical literacy, challenges that view as teachers and parents, long positioned in the backseat in national education reform, are increasingly able to drive, organize, and disagree with self-selected protagonists of positive change. In this chapter, we examine the connections among Critical Digital Literacies (CDL) and the struggle over what is “common” among stakeholders in American education.
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Date Issued: 2014-03-28
Identifier: FSU_libsubv1_scholarship_submission_1479057911, 10.1057/9781137430748_1
Format: Citation

Title: Considering word characteristics for spelling accuracy: Evidence from Korean-speaking children.
Creator: Kim, Young-Suk, Petscher, Yaacov
Abstract/Description: We examined the extent to which word characteristics (i.e., differences in orthographic transparency among words) and child characteristics (i.e., emergent literacy skills) explain variation in children’s spelling, using data from young Korean children (N = 168). We compared predicted probabilities of various types of words (e.g., transparent vs. two types of opaque words) in spelling at various levels of child’s latent ability in emergent literacy skills. While approximately 60% of total...
Show moreWe examined the extent to which word characteristics (i.e., differences in orthographic transparency among words) and child characteristics (i.e., emergent literacy skills) explain variation in children’s spelling, using data from young Korean children (N = 168). We compared predicted probabilities of various types of words (e.g., transparent vs. two types of opaque words) in spelling at various levels of child’s latent ability in emergent literacy skills. While approximately 60% of total variance in spelling was attributable to differences due to child characteristics, a substantial amount, approximately 40%, was due to differences among words. In addition, inclusion of language and print-related emergent literacy skills reduced about 35 to 57% of variance that is attributable to differences among children. Inclusion of word types (i.e., transparent vs. opaque words) explained more than 50% of variance attributable due to differences among words. These results suggest that orthographic depth in words is one aspect to take into consideration for spelling acquisition.
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Date Issued: 2013-02-01
Identifier: FSU_libsubv1_scholarship_submission_1453824782, 10.1016/j.lindif.2012.08.002
Format: Citation

Title: Educational Vouchers and Social Cohesion: A Statistical Analysis of Student Civic Attitudes in Sweden, 1999-2009.
Creator: Shafiq, M. Najeeb, Myers, John P. (John Patrick)
Abstract/Description: This study examines the Swedish national educational voucher scheme and changes in social cohesion. We conduct a statistical analysis using data from the 1999 and 2009 rounds of the International Association for the Evaluation of Educational Achievement's civic education study of 14-year-old students and their attitudes toward the rights of ethnic minorities and immigrants. Using regression models, we do not find evidence of a decline in civic attitudes and therefore social cohesion. We...
Show moreThis study examines the Swedish national educational voucher scheme and changes in social cohesion. We conduct a statistical analysis using data from the 1999 and 2009 rounds of the International Association for the Evaluation of Educational Achievement's civic education study of 14-year-old students and their attitudes toward the rights of ethnic minorities and immigrants. Using regression models, we do not find evidence of a decline in civic attitudes and therefore social cohesion. We attribute the results to Sweden's voucher design and context that minimized segregation and preserved civics curricula in all schools.
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Date Issued: 2014
Identifier: FSU_migr_ste_faculty_publications-0023, 10.1086/678115
Format: Citation

Title: Effects Of A Teacher Versus Ipad-facilitated Intervention On The Vocabulary Of At-risk Preschool Children.
Creator: Dennis, Lindsay R., Whalon, Kelly, Kraut, Lisa, Herron, Deborah
Abstract/Description: This study examined the effects of an adapted alternating treatments design (AATD) consisting of teacher-facilitated and iPad-facilitated instruction on at-risk preschool children's vocabulary. Instruction was provided on 42 verbs, divided equally between treatments, across five participants over the course of 7 weeks. Dependent variables included expressive (i.e., providing a definition) and receptive (i.e., identifying the target verb from a picture menu, and yes/no questions including...
Show moreThis study examined the effects of an adapted alternating treatments design (AATD) consisting of teacher-facilitated and iPad-facilitated instruction on at-risk preschool children's vocabulary. Instruction was provided on 42 verbs, divided equally between treatments, across five participants over the course of 7 weeks. Dependent variables included expressive (i.e., providing a definition) and receptive (i.e., identifying the target verb from a picture menu, and yes/no questions including correct and incorrect definitions of the verb) probes of instructional targets. All five participants demonstrated increases from pretest to posttest in their expressive and receptive understanding of the verbs. Implications for research and practice are provided.
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Date Issued: 2016-09
Identifier: FSU_libsubv1_wos_000383212100003, 10.1177/1053815116663177
Format: Citation

Title: Emerging Dialogic Structures in Education Reform: An analysis of Urban Teachers’ Online Compositions.
Creator: Stewart, Trevor Thomas, Boggs, George L
Abstract/Description: This paper contextualizes contemporary urban teachers’ online dissent in public discussions of education reform in relation to past educational crisis narratives to interpret recent shifts in the structure of education reform dialogue in the United States. It does so by examining the form and content of compositions in which teachers respond to education reform. The analysis is intended to describe the digitally mediated roles teachers are asserting in a complex public debate over the future...
Show moreThis paper contextualizes contemporary urban teachers’ online dissent in public discussions of education reform in relation to past educational crisis narratives to interpret recent shifts in the structure of education reform dialogue in the United States. It does so by examining the form and content of compositions in which teachers respond to education reform. The analysis is intended to describe the digitally mediated roles teachers are asserting in a complex public debate over the future of education in the United States. The structure and content of education reform discourse has often cast teachers in static roles, which inhibits their active participation in discussions of educational policy. Using Mikhail Bakhtin’s position that language choices serve to stifle and/or reinvigorate dialogue, we examine contributions to online discussions and debate composed ostensibly by urban teachers in response to dominant discourses. The data were analyzed with respect to discursive choices and grouped subsequently as themed arguments and rhetorical moves. We argue that teachers’ strategic responses to education reform challenge stifling truisms that seek to suspend discussion of all other factors besides teacher quality. Teachers’ critical digital compositions thus re-create critical, multi-voiced conversations in place of monologues about school improvement. The online, public compositions point to the dynamic structure of reform discourse that has the potential to benefit those currently faulted for a variety of social problems. Nurturing and even exploiting the dynamic potential of educational reform discourse can create opportunities for teachers, policymakers, and educational researchers to mutually inform one another’s shared interest in educational improvement.
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Date Issued: 2016-01-04
Identifier: FSU_libsubv1_scholarship_submission_1478612541, 10.5195/dpj.2016.148
Format: Citation

Title: The Effect of a Multicomponent Literacy Instruction Model on Literacy Growth for Kindergartners and First-Grade Students in Chile.
Creator: Pallante, Daniel H., Kim, Young-Suk
Abstract/Description: In the present study we examined the impact of a comprehensive literacy instruction model called Collaborative Language and Literacy Instruction Project (CLLIP) on language and literacy achievement over the course of a year by Spanish-speaking children in Chile. Participants included kindergartners (N = 312) from high and low socioeconomic backgrounds and first-grade students (N = 305) from high SES families. The CLLIP model targeted phonological awareness, alphabetics and phonics, fluency,...
Show moreIn the present study we examined the impact of a comprehensive literacy instruction model called Collaborative Language and Literacy Instruction Project (CLLIP) on language and literacy achievement over the course of a year by Spanish-speaking children in Chile. Participants included kindergartners (N = 312) from high and low socioeconomic backgrounds and first-grade students (N = 305) from high SES families. The CLLIP model targeted phonological awareness, alphabetics and phonics, fluency, vocabulary, reading comprehension and writing, and included coaching and sustained follow-up as key elements for teacher professional development. The results showed promise for the CLLIP model in the Chilean context. Kindergartners in CLLIP classrooms had faster growth rates in letter naming, word reading, vocabulary, and phonemic segmentation fluency than those in control classrooms, and had higher scores at the end of the year in phonemic segmentation fluency, letter naming, and word reading. In addition, kindergartners from high SES families had faster growth rates than kindergartners from low SES families in letter naming and word reading. Effect sizes ranged from small (d = .18 in word reading) to fairly large (d = .70 in letter-naming fluency). First-grade students in CLLIP classrooms had faster growth rates than students in control classrooms in vocabulary, nonword reading fluency, word reading, and reading comprehension. Effect sizes were small in vocabulary, nonword reading fluency, and reading comprehension (.23 ≤ d ≤ .28) and medium in word reading (d = .50). These results suggest that the present multicomponent literacy instructional model had a positive impact on Chilean children's literacy acquisition.
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Date Issued: 2012-09-17
Identifier: FSU_libsubv1_scholarship_submission_1460569589, 10.1080/00207594.2012.719628
Format: Citation

Title: The Effects of Professional Development on Preschool Teacher's Instructional Behaviours During Storybook Reading.
Creator: Dennis, Lindsay, Horn, Eva M.
Abstract/Description: Early literacy skill development at the preschool level is critical for later success in learning to read and other reading-related activities. Professional development (PD), specifically coaching via performance feedback delivered through email, may provide a viable alternative to other types of trainings (e.g. workshops) that are often ineffective. This study investigated the impact of PD on the instructional behaviours of teachers of children between the ages of three and five, as well as...
Show moreEarly literacy skill development at the preschool level is critical for later success in learning to read and other reading-related activities. Professional development (PD), specifically coaching via performance feedback delivered through email, may provide a viable alternative to other types of trainings (e.g. workshops) that are often ineffective. This study investigated the impact of PD on the instructional behaviours of teachers of children between the ages of three and five, as well as the subsequent impact on children's level and complexity of engagement during book reading sessions. A single-case multiple baseline design was applied across three teachers and six children in two preschool classrooms. Results of the study indicate that PD produced change in teacher's behaviours, specifically, their increased implementation of specific evidence-based storybook reading strategies following intervention. Child level behaviours were not significantly changed as a result of the intervention. Implications for the results are provided for implementation of PD in early childhood settings.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0016, 10.1080/03004430.2013.853055
Format: Citation

Title: Empowering Young People through Conflict and Conciliation: Attending to the Political and Agonism in Democratic Education.
Creator: Lo, Jane C.
Abstract/Description: Deliberative models of democratic education encourage the discussion of controversial issues in the classroom (e.g., Hess, 2009); however, they tend to curtail conflicts for the sake of consensus. Agonism, on the other hand, can help support the deliberative model by attending to antagonism in productive ways (Ruitenberg, 2009). In this paper, I present how agonistic deliberation (the infusion of agonism into deliberation) can work as an account of the political that may help empower young...
Show moreDeliberative models of democratic education encourage the discussion of controversial issues in the classroom (e.g., Hess, 2009); however, they tend to curtail conflicts for the sake of consensus. Agonism, on the other hand, can help support the deliberative model by attending to antagonism in productive ways (Ruitenberg, 2009). In this paper, I present how agonistic deliberation (the infusion of agonism into deliberation) can work as an account of the political that may help empower young people. The paper presents two classic democratic classroom practices—structured academic controversy (SAC) and debate—together as examples of how agonistic deliberation can help students engage politically. This paper suggests that while deliberation can help students learn about political participation, agonistic deliberation (with its focus on conflict) has the potential to help students harness social frustrations into political action.
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Date Issued: 2017
Identifier: FSU_libsubv1_scholarship_submission_1493683879
Format: Citation

Title: Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.
Creator: Wanzek, Jeanne, Vaughn, Sharon, Scammacca, Nancy, Gatlin, Brandy, Walker, Melodee A, Capin, Philip
Abstract/Description: This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek & Vaughn, 2007; Wanzek et al., 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students' foundational skills, language, and comprehension as well as the intervention features...
Show moreThis meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek & Vaughn, 2007; Wanzek et al., 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students' foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcomes. We conducted four meta-analyses on 72 studies to examine effects on (1) standardized foundational skill measures (mean ES = 0.54), (2) not-standardized foundational skill measures (mean ES = 0.62), (3) standardized language/comprehension measures (mean ES = 0.36), and (4) not-standardized language/comprehension measures (mean ES = 1.02). There were no differences in effects related to intervention type, instructional group size, grade level, intervention implementer, or the number of intervention hours.
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Date Issued: 2016-09-01
Identifier: FSU_pmch_27594774, 10.1007/s10648-015-9321-7, PMC5007082, 27594774, 27594774
Format: Citation

Title: Reinventing the High School Government Course: Rigor, Simulations, and Learning from Text.
Creator: Parker, Walter C., Lo, Jane C.
Date Issued: 2016-05-04
Identifier: FSU_libsubv1_scholarship_submission_1465570058
Format: Citation

Title: Relations of emergent literacy skill development with conventional literacy skill development in Korean.
Creator: Kim, Young-Suk, Petscher, Yaacov
Abstract/Description: The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e., phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean children. A total of 215 four-year-old children were followed for approximately 15 months. Results showed (1) consistent effects of letter-name...
Show moreThe present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e., phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean children. A total of 215 four-year-old children were followed for approximately 15 months. Results showed (1) consistent effects of letter-name knowledge, phonological awareness, and rapid serial naming on conventional literacy skills, and (2) the importance of children’s initial level in the emergent literacy skills for achieving conventional literacy skills. These results are discussed in light of characteristics of the Korean language and writing system.
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Date Issued: 2011-07-01
Identifier: FSU_libsubv1_scholarship_submission_1453824717, 10.1007/s11145-010-9240-4
Format: Citation

Title: Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers.
Creator: Kim, Young-Suk, Wagner, Richard K., Foster, Elizabeth
Abstract/Description: In the present study, we examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models with latent variables using data from 316 first-grade students, (a) silent and oral reading fluency were found to be related yet distinct forms of reading fluency, (b) silent reading fluency predicted reading comprehension better for skilled readers than for average readers, (c) list reading fluency predicted reading comprehension better...
Show moreIn the present study, we examined oral and silent reading fluency and their relations with reading comprehension. In a series of structural equation models with latent variables using data from 316 first-grade students, (a) silent and oral reading fluency were found to be related yet distinct forms of reading fluency, (b) silent reading fluency predicted reading comprehension better for skilled readers than for average readers, (c) list reading fluency predicted reading comprehension better for average readers than for skilled readers, and (d) listening comprehension predicted reading comprehension better for skilled readers than for average readers.
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Date Issued: 2011-02-15
Identifier: FSU_libsubv1_scholarship_submission_1460579166, 10.1080/10888438.2010.493964
Format: Citation

Title: Predictors of reading skills for kindergartners and first grade students in Spanish: A longitudinal study.
Creator: Kim, Young-Suk, Pallente, Daniel
Abstract/Description: This study investigated predictors of word reading and reading comprehension skills using longitudinal data from Spanish-speaking kindergartners (N = 163) and first grade students (N = 305) from high SES families in Chile. Individual differences in letter-naming fluency and phonemic segmentation fluency, but not vocabulary, were positive predictors of word reading, over time, for kindergartners. Furthermore, kindergartners with higher letter-naming fluency and phonemic segmentation fluency...
Show moreThis study investigated predictors of word reading and reading comprehension skills using longitudinal data from Spanish-speaking kindergartners (N = 163) and first grade students (N = 305) from high SES families in Chile. Individual differences in letter-naming fluency and phonemic segmentation fluency, but not vocabulary, were positive predictors of word reading, over time, for kindergartners. Furthermore, kindergartners with higher letter-naming fluency and phonemic segmentation fluency had a faster rate of change in word reading over time. For first graders’ reading comprehension, word reading, nonsense word fluency, and vocabulary were positively and uniquely related. However, the rate of change in the reading comprehension outcome differed over time by children’s level of vocabulary, nonsense word fluency, and word reading. These results suggest that code-related skills are important for word reading, but vocabulary might not have a direct, unique relation with word reading in a transparent orthography. In addition, phonological decoding fluency appears to contribute to reading comprehension even over and above word reading accuracy in Spanish.
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Date Issued: 2012-01-01
Identifier: FSU_libsubv1_scholarship_submission_1453824671, 10.1007/s11145-010-9244-0
Format: Citation

Title: Rethinking the Social Studies Curriculum in the Context of Globalization: Education for Global Citizenship in the US.
Creator: Myers, John
Abstract/Description: Scholarship on globalization suggests that new forms of democratic citizenship and politics are emerging, yet the US educational system remains resistant to global perspectives in the curriculum and continues to favors national identity and patriotism over learning about the world. A national approach to citizenship, which is the norm in US social studies classrooms, is unable to explain the complexity of global issues and their impact on students' lives. The argument is made that a new...
Show moreScholarship on globalization suggests that new forms of democratic citizenship and politics are emerging, yet the US educational system remains resistant to global perspectives in the curriculum and continues to favors national identity and patriotism over learning about the world. A national approach to citizenship, which is the norm in US social studies classrooms, is unable to explain the complexity of global issues and their impact on students' lives. The argument is made that a new orientation to social studies education is necessary in order to understand and address the effects of globalization. Two exemplary programs that teach about the world illustrate some of the problems and issues with global perspectives specific to the US educational context. These cases indicate that, while there is a strong base for global studies, significant aspects of globalization are overlooked in the social studies curriculum., In this article, two programs that teach about the world were used to illustrate some of the problems and issues with the national approach to citizenship as it is often taught in U.S. social studies classrooms. These case studies highlighted the shortcomings of emphasizing national identity and patriotism when trying to explain complex aspects of globalization and how they relate to students’ lives. The article suggests ways in which a new orientation in the social studies curriculum might be able to overcome these limitations.
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Date Issued: 2006
Identifier: FSU_migr_ste_faculty_publications-0003, 10.1080/00933104.2006.10473313
Format: Citation

Title: Teachers’ Perceptions about Teaching Multimodal Composition: The Case Study of Korean English Teachers at Secondary Schools.
Creator: Ryu, Jung, Boggs, George
Abstract/Description: Twenty-first-century literacy is not confined to communication based on reading and writing only traditional printed texts. New kinds of literacies extend to multimedia projects and multimodal texts, which include visual, audio, and technological elements to create meanings. The purpose of this study is to explore how Korean secondary English teachers understand the 21st literacies and multimodal composition in this era of new types of communication. Framing the study are questions pertaining...
Show moreTwenty-first-century literacy is not confined to communication based on reading and writing only traditional printed texts. New kinds of literacies extend to multimedia projects and multimodal texts, which include visual, audio, and technological elements to create meanings. The purpose of this study is to explore how Korean secondary English teachers understand the 21st literacies and multimodal composition in this era of new types of communication. Framing the study are questions pertaining to what these teachers think about teaching multimodal composition in their writing classrooms. The schools of South Korea, including those in this study, prioritize high-stakes standardized tests, and teachers as well as students and parents gauge success by these test scores. As a result, teachers primarily rely on direct instruction via lectures to provide skills and knowledge to ensure that students will succeed in the high-stakes tests. So while teaching and assessment practices in the classroom still adhere to traditional approaches, ongoing technology outside school has transformed the ways in which young people – the students – generate, communicate, and negotiate meanings via diverse texts. If the primary goal of education is to teach students lifelong skills needed in society, it is the responsibility of schools and teachers to recognize social changes and promote individual learning needs.
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Date Issued: 2016-05-01
Identifier: FSU_libsubv1_scholarship_submission_1479055139, 10.5539/elt.v9n6p
Format: Citation

Title: Teaching Public Issues Discussions for Global Citizenship.
Creator: Myers, John P.
Date Issued: 2015-10
Identifier: FSU_libsubv1_scholarship_submission_1459258576
Format: Citation

Title: Text (Oral) reading fluency as a construct in reading development: An investigation of its mediating role for children from Grades 1 to 4.
Creator: Kim, Young-Suk, Wagner, Richard K.
Abstract/Description: In the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4, and employing structural equation models. Results showed that the role of text reading fluency changes over time as children’s reading proficiency develops. In the beginning phase of reading development (Grade 1), text...
Show moreIn the present study we investigated a developmentally changing role of text reading fluency in mediating the relations of word reading fluency and listening comprehension to reading comprehension. We addressed this question by using longitudinal data from Grades 1 to 4, and employing structural equation models. Results showed that the role of text reading fluency changes over time as children’s reading proficiency develops. In the beginning phase of reading development (Grade 1), text reading fluency was not independently related to reading comprehension over and above word reading fluency and listening comprehension. In Grades 2 to 4, however, text reading fluency completely mediated the relation between word reading fluency and reading comprehension whereas it partially mediated the relation between listening comprehension and reading comprehension. These results suggest that text reading fluency is a dissociable construct that plays a developmentally changing role in reading acquisition.
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Date Issued: 2015-02-24
Identifier: FSU_libsubv1_scholarship_submission_1453745561, 10.1080/10888438.2015.1007375
Format: Citation

Title: The relations of proper character introduction to narrative quality and listening comprehension for young children from high poverty schools.
Creator: Barnes, Adrienne E., Kim, Young-Suk, Phillips, Beth M.
Abstract/Description: The present study explored the types and frequency of literate language features in children’s narratives, and the relation of literate language and proper character introduction to children’s oral language skills in a sample of 184 prekindergarten, kindergarten, and first grade students from high-poverty schools. Using hierarchical regression, the results showed that literate language features were not predictive of listening comprehension or narrative quality outcomes. In contrast, children...
Show moreThe present study explored the types and frequency of literate language features in children’s narratives, and the relation of literate language and proper character introduction to children’s oral language skills in a sample of 184 prekindergarten, kindergarten, and first grade students from high-poverty schools. Using hierarchical regression, the results showed that literate language features were not predictive of listening comprehension or narrative quality outcomes. In contrast, children’s skill in properly introducing characters significantly accounted for variance in all outcome measures (narrative comprehension, narrative quality, and listening comprehension) above and beyond the control variables (age, total number of words, and mean length of utterance) and literate language features (adverbs, conjunctions, mental and linguistic verbs, and elaborated noun phrases). These results indicate that the child’s retell and language comprehension skills may develop concurrently with proper character introduction.
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Date Issued: 2014-08-01
Identifier: FSU_libsubv1_scholarship_submission_1453824586, 10.1007/s11145-013-9481-0
Format: Citation

Title: "To Benefit the World by Whatever Means Possible": Adolescents' Constructions of Global Citizenship.
Creator: Myers, John
Abstract/Description: This article reports on the ways that 77 students in an international studies programme constructed meanings for global citizenship. The focus was on their personal meanings for the topic and how they articulated a global identity with their national civic beliefs. Data was collected from online discussion boards, written essays and 20 interviews. A key finding was that the students' political language for global citizenship, examined here in terms of purpose, membership and relationship with...
Show moreThis article reports on the ways that 77 students in an international studies programme constructed meanings for global citizenship. The focus was on their personal meanings for the topic and how they articulated a global identity with their national civic beliefs. Data was collected from online discussion boards, written essays and 20 interviews. A key finding was that the students' political language for global citizenship, examined here in terms of purpose, membership and relationship with national citizenship, was predominantly a moral commitment framed in universal language. A second finding was that the students understood global citizenship as a heterogeneous and complex affiliation shaped by a range of sources. The implication is that citizenship education emphasizing a narrow notion of patriotism may encourage students to disengage from civic life because it does not represent their lived experiences and identities. Insights for making citizenship education practices more inclusive are discussed., In this study, information about national identity and global citizenship were collected from 77 students enrolled in an international studies program through discussion boards, essays, and interviews. Results regarding global citizenship showed that participants’ language was often framed in moral and universal terms, and that students saw global citizenship as complex and drew from diverse sources to understand what it meant. The article also discussed how citizenship education needs to be broader and more inclusive than the traditional focus on patriotism.
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Date Issued: 2009
Identifier: FSU_migr_ste_faculty_publications-0007, 10.1080/01411920902989219
Format: Citation

Title: Acknowledging the Religious Beliefs Students Bring into the Science Classroom: Using the Bounded Nature of Science.
Creator: Southerland, Sherry A., Scharmann, Lawrence Conrad
Abstract/Description: Scientific knowledge often appears to contradict many students' religious beliefs. Indeed, the assumptions of science appear contradictory to the metaphysical claims of many religions. This conflict is most evident in discussions of biological evolution. Teachers, in attempts to limit the controversy, often avoid this topic or teach it superficially. Recently, there has been a political effort to "teach to the controversy" – which some see as a way of introducing religious explanations for...
Show moreScientific knowledge often appears to contradict many students' religious beliefs. Indeed, the assumptions of science appear contradictory to the metaphysical claims of many religions. This conflict is most evident in discussions of biological evolution. Teachers, in attempts to limit the controversy, often avoid this topic or teach it superficially. Recently, there has been a political effort to "teach to the controversy" – which some see as a way of introducing religious explanations for biological diversity into science classrooms. Many science educators reject this approach, insisting that we limit classroom discussions to science alone. This "science only" approach leaves the negotiation of alternative knowledge frameworks to students, who are often ill-prepared for such epistemological comparisons. To support students' understanding of science while maintaining their religious commitments, this article explores the utility of emphasizing the boundaries of scientific knowledge and the need to support students in their comparison of contradictory knowledge frameworks.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0013, 10.1080/07351690.2013.743778
Format: Citation

Title: A Framework to Explore Lifelong Learning: The Case of the Civic Education of Civics Teachers.
Creator: Myers, John, Schugurensky, Daniel
Abstract/Description: This study investigates learning about civics and citizenship throughout individuals' lives (lifelong) and across various pedagogical settings (lifewide). A basic hypothesis is that civics teachers, among all social actors, are particularly well positioned for engaging in this type of introspective exercise because they are both familiar with civics and politics and also with teaching and learning processes. The lifelong civic learning of civics teachers was examined in the different settings...
Show moreThis study investigates learning about civics and citizenship throughout individuals' lives (lifelong) and across various pedagogical settings (lifewide). A basic hypothesis is that civics teachers, among all social actors, are particularly well positioned for engaging in this type of introspective exercise because they are both familiar with civics and politics and also with teaching and learning processes. The lifelong civic learning of civics teachers was examined in the different settings in which they acquire their knowledge, values, skills and ideological frameworks, and to understand the relative weight of each one in their overall learning process. This study also coincides with the implementation of a new provincial civics course for grade 10 students in Ontario, Canada during the 2000–1 school year. This case study consists of interviews with 15 social studies teachers who have taught the new civics course in Ontario. One of the clearest findings of the study is the powerful influence of the experience of teaching and of early family socialization on the acquisition of civic knowledge, skills and values, and on the development of political beliefs. Civic engagement and political participation were also considered an important source of civic learning, particularly in relation to the acquisition of civic and political skills. This is a finding that deserves further exploration, because our understanding of social movement learning remains limited. The findings suggest the promotion of lifelong citizenship learning entails the creation and nurturing of inclusive democratic spaces that have particularly high civic educational potential.
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Date Issued: 2003
Identifier: FSU_migr_ste_faculty_publications-0002, 10.1080/02601370304835
Format: Citation

Title: Fostering the Common Good: The Portrayal of the Social Economy in Secondary Business and Economics Textbooks.
Creator: Myers, John, Stocks, Jessica
Abstract/Description: In this research study, we undertook a content analysis of thirteen economics and business textbooks, which were examined for their coverage of the social economy, which encompasses a range of nonprofit and social enterprise organizations that put "people before profits." The goal was to understand the ways that these textbooks represent official knowledge of the economy that is passed on to secondary students and how that knowledge is valued and organized in society. The findings show that...
Show moreIn this research study, we undertook a content analysis of thirteen economics and business textbooks, which were examined for their coverage of the social economy, which encompasses a range of nonprofit and social enterprise organizations that put "people before profits." The goal was to understand the ways that these textbooks represent official knowledge of the economy that is passed on to secondary students and how that knowledge is valued and organized in society. The findings show that the social economy is weakly represented in our sample although three did contain some content about the topic. There were two key dimensions to this finding. First, there was little recognition of the social economy as an economic sector. Second, there was fairly consistent coverage of social economy organizations in the textbooks although it lacked depth and little attention was paid to their social purpose. Comparing business and economic textbooks, our analysis showed that the business textbooks had broader overall coverage of the social economy and, significantly, more recognition of it as an economic sector.
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Date Issued: 2010
Identifier: FSU_migr_ste_faculty_publications-0009
Format: Citation

Title: Expanding the Developmental Models of Writing: A Direct and Indirect Effects Model of Developmental Writing (DIEW).
Creator: Kim, Young-Suk, Schatschneider, Christopher
Abstract/Description: We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills (vocabulary and grammatical knowledge) and higher-order cognitive skills (inference and theory of mind) were hypothesized to be component skills of...
Show moreWe investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills (vocabulary and grammatical knowledge) and higher-order cognitive skills (inference and theory of mind) were hypothesized to be component skills of text generation (i.e., discourse-level oral language). Results from structural equation modeling largely supported a complete mediation model among four variations of the DIEW model. Discourse-level oral language, spelling, and handwriting fluency completely mediated the relations of higher-order cognitive skills, foundational oral language, and working memory to writing. Moreover, language and cognitive skills had both direct and indirect relations to discourse-level oral language. Total effects, including direct and indirect effects, were substantial for discourse-level oral language (.46), working memory (.43), and spelling (.37), followed by vocabulary (.19), handwriting (.17), theory of mind (.12), inference (.10), and grammatical knowledge (.10). The model explained approximately 67% of variance in writing quality. These results indicate that multiple language and cognitive skills make direct and indirect contributions, and it is important to consider both direct and indirect pathways of influences when considering skills that are important to writing.
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Date Issued: 2016-05-12
Identifier: FSU_libsubv1_scholarship_submission_1462974256, 10.1037/edu0000129
Format: Citation

Title: Every Voice Counts: Partnering Literature and LiveScribe.
Creator: Witte, Shelbie, Graham, Jan, Grysko, Erin, Bistrican, Susan, Piotrowski, Amy
Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0021
Format: Citation

Title: Eye movements and parafoveal processing during reading in Korean.
Creator: Kim, Young-Suk, Radach, Ralph, Vorstiu, Christian
Abstract/Description: Parafoveal word processing was examined during Korean reading. Twenty four native speakers of Korean read sentences in two conditions while their eye movements were being monitored. The boundary paradigm (Rayner, 1975) was used to create a mismatch between characters displayed before and after an eye movement contingent display change. In the first condition, the critical previews were correct case markers in terms of syntactic category (e.g., object marker for an object noun) but with a...
Show moreParafoveal word processing was examined during Korean reading. Twenty four native speakers of Korean read sentences in two conditions while their eye movements were being monitored. The boundary paradigm (Rayner, 1975) was used to create a mismatch between characters displayed before and after an eye movement contingent display change. In the first condition, the critical previews were correct case markers in terms of syntactic category (e.g., object marker for an object noun) but with a phonologically incorrect form (e.g., using 를 instead of 을when the preceding noun ends with a consonant). In the second condition, incorrect case markers in terms of syntactic category were used, also creating a semantic mismatch between preview and target. Results include a small but significant parafovea-on-fovea effect on the preceding fixation, combined with a large effect on late measures of target word reading when a syntactically incorrect preview was presented. These results indicate that skilled Korean readers are quite sensitive to high-level linguistic information available in the parafovea.
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Date Issued: 2011-12-17
Identifier: FSU_libsubv1_scholarship_submission_1460579548, 10.1007/s11145-011-9349-0
Format: Citation

Title: Gender Conception and the Chilly Road to Female Undergraduates' Persistence in Science, Technology, Engineering, and Mathematics Fields.
Creator: Hughes, Roxanne M.
Abstract/Description: Women represent less than a third of undergraduate and graduate degrees in science and engineering (SE). This underrepresentation is not only a social and cultural issue, but it is also cause for alarm with regard to the United States' ability to maintain its technological and economic dominance in the global economy. Research indicates that there are internal and external factors that affect the ability of women to see future success in SE and to identify with the masculine nature of SE....
Show moreWomen represent less than a third of undergraduate and graduate degrees in science and engineering (SE). This underrepresentation is not only a social and cultural issue, but it is also cause for alarm with regard to the United States' ability to maintain its technological and economic dominance in the global economy. Research indicates that there are internal and external factors that affect the ability of women to see future success in SE and to identify with the masculine nature of SE. This study focuses on the role of identity in 26 women's decisions to persist or leave their SE undergraduate degree at the university level. The study utilizes multiple conceptions of identity negotiation to identify how each participant negotiated her own personal identity with that of the SE departmental culture of which she was a part. The findings reveal that only women who participate in redefinition strategies related to their marginalized status are able to persist; those who cannot redefine their marginality in relation to the dominant discourse of SE begin to lose interest or doubt their competence in the field, resulting in their departure from SE. The findings also illustrate additions to current identity frameworks to better understand the role of SE identity for leavers.
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Date Issued: 2012-11-01
Identifier: FSU_libsubv1_scholarship_submission_1491575140, 10.1615/JWomenMinorScienEng.2013003752
Format: Citation

Title: Exploring Adolescents' Thinking about Globalization in an International Education Program.
Creator: Myers, John
Abstract/Description: This research examined US high school students' thinking about economic and cultural globalization during their participation in an international education program. The findings mapped the students' categories for the two aspects of globalization and showed that the students' positions were shaped by relatively stable narratives characterizing the phenomenon. In general, the ethnic minority students were found to have more critical perspectives. Suggestions based on the findings for improving...
Show moreThis research examined US high school students' thinking about economic and cultural globalization during their participation in an international education program. The findings mapped the students' categories for the two aspects of globalization and showed that the students' positions were shaped by relatively stable narratives characterizing the phenomenon. In general, the ethnic minority students were found to have more critical perspectives. Suggestions based on the findings for improving the teaching of globalization in international education programs are described.
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Date Issued: 2010
Identifier: FSU_migr_ste_faculty_publications-0008, 10.1177/1475240910370824
Format: Citation

Title: Fathers' Role in Play: Enhancing Early Language and Literacy of Children with Developmental Delays.
Creator: Stockall, Nancy, Dennis, Lindsay
Abstract/Description: Fathers and paternal role models make a unique contribution to children's development. There is some research to suggest that the types of play males engage in with children is typically more active and thus offers unique possibilities for embedding activities for language and literacy development. In this article, we offer suggestions for how preschool special education teachers can assist fathers and paternal role models as they work and play to enhance the language and literacy skills of...
Show moreFathers and paternal role models make a unique contribution to children's development. There is some research to suggest that the types of play males engage in with children is typically more active and thus offers unique possibilities for embedding activities for language and literacy development. In this article, we offer suggestions for how preschool special education teachers can assist fathers and paternal role models as they work and play to enhance the language and literacy skills of their children through reading activities, dramatic play, and pretend or free play.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0018, 10.1007/s10643-012-0557-2
Format: Citation

Title: Learning in Politics: Brazilian Teachers' Political Engagement as a Pedagogical Resource.
Creator: Myers, John
Abstract/Description: The suggestion that teaching is a political act has been a divisive issue among educators. However, there has been little analysis of the ways that teachers draw on their political experiences as pedagogical resources. Using a case study of seven teachers inPorto Alegre,Brazilwho were involved in politics, this article explores the relationship between political experiences and teaching citizenship. The data consisted of interviews with the teachers, observations of their teaching, and...
Show moreThe suggestion that teaching is a political act has been a divisive issue among educators. However, there has been little analysis of the ways that teachers draw on their political experiences as pedagogical resources. Using a case study of seven teachers inPorto Alegre,Brazilwho were involved in politics, this article explores the relationship between political experiences and teaching citizenship. The data consisted of interviews with the teachers, observations of their teaching, and classroom materials. This research shows that politics played an important role in their efforts to teach democratic citizenship. Through the teachers' diverse political experiences and ideologies, they developed different understandings of the relationship of politics with citizenship education that promote democratization and social change.
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Date Issued: 2009
Identifier: FSU_migr_ste_faculty_publications-0005, 10.1016/j.ijer.2009.03.001
Format: Citation

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