Search results

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: 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 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: 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: 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: 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: An Investigation into the Longitudinal Identity Trajectories of Women in Science, Technology, Engineering, and Mathematics.
Creator: Hughes, Roxanne M.
Abstract/Description: The author examined the longitudinal trajectories of eleven college-age young women who had participated in a Science, Technology, Engineering, and Mathematics (STEM) informal education program during middle school. The program was an all-girls two-week STEM summer camp that exposed young women to STEM professionals and relevant hands-on STEM activities with the goal of improving their interest in STEM fields and motivation to pursue these fields. The participants whose identity trajectories...
Show moreThe author examined the longitudinal trajectories of eleven college-age young women who had participated in a Science, Technology, Engineering, and Mathematics (STEM) informal education program during middle school. The program was an all-girls two-week STEM summer camp that exposed young women to STEM professionals and relevant hands-on STEM activities with the goal of improving their interest in STEM fields and motivation to pursue these fields. The participants whose identity trajectories are discussed in this study are those who responded to at least three of the following: a follow-up survey sent in 2009, 2012, and 2013 and/or interviews that were conducted in 2011. Results indicated that the camp had a positive effect on participants' perceptions of scientists and their work. The results indicate that all participants were still interested in STEM hut half of these young women had chosen a college major that took them off of the legitimately accepted path (e.g., a STEM major) toward a STEM career. This study provides a unique addition to the literature in that it provides a view of STEM identity trajectories over time, specifically focusing on how these women maintained interest or lost interest in STEM after participation in a STEM informal education program for girls. This study provides a reflective look at young women's longitudinal STEM identity trajectories.
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Date Issued: 2015-05-01
Identifier: FSU_libsubv1_scholarship_submission_1491574705, 10.1615/JWomenMinorScienEng.2015013035
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: 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: Orality as Cultural Action: Contributions to Literacy.
Creator: Boggs, George L, Duarte, R, Manglitz, J
Abstract/Description: Literacy education, especially writing in US secondary schools, suffers for its detachment from the breadth of social purposes for which literacy is required and in which literacy is developed. Complex forms of cultural communication are best learned in conjunction with creative, productive, action sanctioned through authentic social connection. Orality offers clues to the development of practice-oriented literacy education that can help contextualize emerging interest in disciplinary...
Show moreLiteracy education, especially writing in US secondary schools, suffers for its detachment from the breadth of social purposes for which literacy is required and in which literacy is developed. Complex forms of cultural communication are best learned in conjunction with creative, productive, action sanctioned through authentic social connection. Orality offers clues to the development of practice-oriented literacy education that can help contextualize emerging interest in disciplinary literacy within broader cultural worlds that give us reasons and rules for writing. This paper presents four cases of practice-oriented communication, which encompass a broad set of communities of practice and speech. They offer multiple avenues for thinking about the role of practice and oral communication in teaching writing as part of 21st century literacies. Discussion of the cases suggests opportunities for instruction in situated, contingent, and emergent 21st century literacies.
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Date Issued: 2016-12-12
Identifier: FSU_libsubv1_scholarship_submission_1479056485
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: Building, Breaking, and Adjusting Cycles of Reflection Among Students and Teachers to Realize the Goals of Service-Learning: Student Concept Development as a Recursive Measure of Effective Teaching.
Creator: Boggs, George L
Abstract/Description: Experiential approaches to teacher education resonate with trends in universities in Europe and North America toward education “beyond the classroom” such as service-learning. Both models share the assumption that reflection upon ‘real’ action facilitates deep learning within and across disciplines. Research on reflection in service learning and teacher education challenges the autonomous benefits often ascribed to reflection and practice teaching, however. This paper examines one teacher’s...
Show moreExperiential approaches to teacher education resonate with trends in universities in Europe and North America toward education “beyond the classroom” such as service-learning. Both models share the assumption that reflection upon ‘real’ action facilitates deep learning within and across disciplines. Research on reflection in service learning and teacher education challenges the autonomous benefits often ascribed to reflection and practice teaching, however. This paper examines one teacher’s development ‘on-the-job’ as it was augmented through an educational research partnership. Findings in the area of literacy practices indicate the development of a concept of teaching writing compatible with other teaching emphases. The findings raise questions about the local value of enriching cycles of teacher reflection.
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Date Issued: 2011-10-01
Identifier: FSU_libsubv1_scholarship_submission_1479058131
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: 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: 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: Beyond knowledge and skills: Discursive construction of civic identity in the world history classroom.
Creator: Myers, John P., McBride, Chantee, Anderson, Michelle
Abstract/Description: The research presented in this article investigates the role of classroom discussions for supporting students’ ongoing identity work during the study of global issues. Civic identity is theorized as a socially constructed process in which individuals become associated as a particular type of citizen created through social interactions in a given context. The findings revealed that classroom discussion focused on supporting identity work facilitated students to critique civic discourses and to...
Show moreThe research presented in this article investigates the role of classroom discussions for supporting students’ ongoing identity work during the study of global issues. Civic identity is theorized as a socially constructed process in which individuals become associated as a particular type of citizen created through social interactions in a given context. The findings revealed that classroom discussion focused on supporting identity work facilitated students to critique civic discourses and to negotiate global civic identities within the classroom relations of power that privilege certain positions. The findings suggest conceptualizing civic identity as a fundamentally unresolved process of navigating multiple ways of being a citizen that are ongoing and contingent. However, the students did not discard their national identities in favor of global ones. Instead, they made sense of diverse responsibilities by considering the moral implications of remaining loyal to the nation. Thus, rather than imposing citizenship as a fixed, singular narrative, we suggest that educators support the exploration of diverse moral and political ways of being citizens in the world. Although there are promising results for civic identity work, the findings were less sanguine for a commitment to civic engagement., This study investigated the role of classroom discussion on global issues in supporting the construction of civic identities among U. S. students. Results showed that classroom discussions allowed students to remain critical of power relations while exploring issues of global identity and civics. The article suggested that, even though students did not abandon their national identities, the construction of civic identities is fundamentally indefinite and complex. Although these results were promising for civic identity work, they were less promising for a commitment to civic engagement. Implications for the future of citizenship education were also discussed.
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Date Issued: 2015-07-01
Identifier: FSU_libsubv1_scholarship_submission_1459260842, 10.1080/03626784.2015.1011045
Format: Citation

Title: Is oral/text reading fluency a “bridge” to reading comprehension?.
Creator: Kim, Young-Suk, Park, Chea Hyeong, Wagner, Richard K.
Abstract/Description: In the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency...
Show moreIn the present study we investigated developmental relations among word reading fluency, listening comprehension, and text reading fluency to reading comprehension in a relatively transparent language, Korean. A total of 98 kindergartners and 170 first graders in Korea were assessed on a series of tasks involving listening comprehension, word reading fluency, text reading fluency, and reading comprehension. Results from multigroup structural equation models showed that text reading fluency was a dissociable construct for both kindergartners and first graders. In addition, a developmental pattern emerged: listening comprehension was not uniquely related to text reading fluency for first graders, but not for kindergartners, over and above word reading fluency. In addition, text reading fluency was uniquely related to reading comprehension for kindergartners, but not for first graders, after accounting for word reading fluency and listening comprehension. For first graders, listening comprehension dominated the relations. There were no differences in the pattern of relations for skilled and less skilled readers in first grade. Results are discussed from a developmental perspective for reading comprehension component skills including text reading fluency.
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Date Issued: 2013-03-23
Identifier: FSU_libsubv1_scholarship_submission_1460580499, 10.1007/s11145-013-9434-7
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: 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: 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: Is academic language use a separate dimension in beginning writing?: Evidence from Korean Children.
Creator: Kim, Young-Suk, Park, Chea Hyeong, Park, Younghee
Abstract/Description: In the present study, we examined whether children’s use of academic language (vocabulary and connectives) were a dissociable dimension from quality and productivity dimensions of written composition, and how language and literacy predictors are related to various writing dimensions for beginning writers in Korean (N = 156). Results showed that academic vocabulary and connectives were better described as indicators of the substantive quality dimension, not a separate dimension. Children’s...
Show moreIn the present study, we examined whether children’s use of academic language (vocabulary and connectives) were a dissociable dimension from quality and productivity dimensions of written composition, and how language and literacy predictors are related to various writing dimensions for beginning writers in Korean (N = 156). Results showed that academic vocabulary and connectives were better described as indicators of the substantive quality dimension, not a separate dimension. Children’s language and reading comprehension skills as well as spelling skill were uniquely related to the quality dimension of written composition. Children’s transcription skills such as spelling and handwriting automaticity were uniquely related to the productivity dimension of written composition. These results suggest that the extent to which children use academic language in written composition contributes to the quality aspect of written composition, and unique language and literacy predictors differ for different dimensions of written composition for Korean beginning writers.
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Date Issued: 2013-10-01
Identifier: FSU_libsubv1_scholarship_submission_1460578723, 10.1016/j.lindif.2013.06.002
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 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 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: 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: 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: 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: Kindergarten Predictors of Third Grade Writing.
Creator: Kim, Young-Suk, Al Otaiba, Stephanie, Wanzek, Jeanne
Abstract/Description: The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in...
Show moreThe primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not independently related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications.
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Date Issued: 2015-01-01
Identifier: FSU_libsubv1_scholarship_submission_1460574988
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: 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 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: 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: Language and cognitive predictors of text comprehension: Evidence from multivariate analysis.
Creator: Kim, Young-Suk
Abstract/Description: We examined, using data from children in South Korea (N = 145, mean age = 6.08), how low level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low level skills predicted comprehension monitoring and ToM,...
Show moreWe examined, using data from children in South Korea (N = 145, mean age = 6.08), how low level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low level skills predicted comprehension monitoring and ToM, which in turn predicted listening comprehension. Vocabulary and syntactic knowledge were also directly related to listening comprehension whereas working memory was indirectly related via comprehension monitoring and ToM. Listening comprehension and word reading completely mediated the relations of language and cognitive skills to reading comprehension.
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Date Issued: 2014-08-30
Identifier: FSU_libsubv1_scholarship_submission_1460564930, 10.1111/cdev.12293
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: Cat in a hat or cat in a cap?: An investigation of developmental trajectories of phonological awareness for Korean children.
Creator: Kim, Young-Suk
Abstract/Description: This study investigated trajectories of Korean children’s growth in the awareness of four phonological units – syllable, body, rime, and phoneme – over time, by following a sample of 215 children over a period of 15 months, beginning at their first year of preschool and collecting four waves of data. Much of the existing research suggests that children who speak European languages tend to find subsyllabic phonological units, onset and rime, salient. In contrast, the results revealed that...
Show moreThis study investigated trajectories of Korean children’s growth in the awareness of four phonological units – syllable, body, rime, and phoneme – over time, by following a sample of 215 children over a period of 15 months, beginning at their first year of preschool and collecting four waves of data. Much of the existing research suggests that children who speak European languages tend to find subsyllabic phonological units, onset and rime, salient. In contrast, the results revealed that Korean children tended to find body and coda more accessible, and that the growth trajectories for body and rime awareness differed. Korean children had a higher awareness of the body unit than the rime unit at the beginning of the study, and their body awareness grew at a much faster rate than did their rime awareness. These findings support the emerging evidence that young Korean children find body-coda more accessible than onset-rime
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Date Issued: 2008-11-01
Identifier: FSU_libsubv1_scholarship_submission_1763, 10.1111/j.1467-9817.2008.00379.x
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: Cognitive correlates of listening comprehension.
Creator: Kim, Young-Suk, Phillips, Beth
Abstract/Description: In an effort to understand cognitive foundations of oral language comprehension (i.e., listening comprehension), we examined how inhibitory control, theory of mind, and comprehension monitoring are uniquely related to listening comprehension over and above vocabulary and age. A total of 156 children in kindergarten and first grade from high poverty schools participated in the study. Using structural equation modeling, results showed that all three cognitive skills, inhibitory control, theory...
Show moreIn an effort to understand cognitive foundations of oral language comprehension (i.e., listening comprehension), we examined how inhibitory control, theory of mind, and comprehension monitoring are uniquely related to listening comprehension over and above vocabulary and age. A total of 156 children in kindergarten and first grade from high poverty schools participated in the study. Using structural equation modeling, results showed that all three cognitive skills, inhibitory control, theory of mind, and comprehension monitoring, were positively related to listening comprehension after accounting for vocabulary and age. In addition, inhibitory control had a direct relation to listening comprehension, not indirectly via theory of mind. Results are discussed in light of cognitive component skills for listening comprehension.
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Date Issued: 2014-07-01
Identifier: FSU_libsubv1_scholarship_submission_1453746379, 10.1002/rrq.74
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: Language general and specific factors in letter acquisition: Considering child and letter characteristics in Korean.
Creator: Kim, Young-Suk, Petscher, Yaacov
Abstract/Description: The present study investigated the extent to which child level factors (i.e., phonological awareness) and letter level factors (i.e., letter name structures, letter frequency, visual similarity, and letter order) contributed to letter name and sound acquisition, using data from Korean-speaking children (N = 169) and cross-classified multilevel model. The results showed that (1) a relatively large amount of variance is attributable to letter differences; (2) letter feature variables, letter...
Show moreThe present study investigated the extent to which child level factors (i.e., phonological awareness) and letter level factors (i.e., letter name structures, letter frequency, visual similarity, and letter order) contributed to letter name and sound acquisition, using data from Korean-speaking children (N = 169) and cross-classified multilevel model. The results showed that (1) a relatively large amount of variance is attributable to letter differences; (2) letter feature variables, letter name structure variable in particular, explained a large amount of variance attributable to differences among letters for letter-name knowledge; (3) phonological awareness was consistently related to letter-name and -sound knowledge; (4) letter-name knowledge was somewhat inconsistent in its relation to letter-sound knowledge; and (5) letter feature variables were not consistently related to letter-name or -sound knowledge. The results are discussed in light of language or script general versus specific factors and instructional environment in letter name and sound acquisition.
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Date Issued: 2013-02-01
Identifier: FSU_libsubv1_scholarship_submission_1453824754, 10.1007/s11145-012-9367-6
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: 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: 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: 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: 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: 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: Long Term Effects of First Grade Multi-Tier Intervention.
Creator: Al Otaiba, Stephanie Dent, Kim, Young-Suk, Wanzek, Jeanne, Petscher, Yaacov, Wagner, Richard K.
Abstract/Description: The purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained...
Show moreThe purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained remediation [SR]). Students in the Dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the Dynamic RTI condition had higher reading scores at the end of second grade than those in the Typical RTI condition. Limitations and directions for future research are discussed.
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Date Issued: 2014-06-30
Identifier: FSU_libsubv1_scholarship_submission_1453824565, 10.1080/19345747.2014.906692
Format: Citation

Title: Authentic Assessment: Establishing a Clear Foundation for Instructional Practices.
Creator: Dennis, Lindsay, Rueter, Jessica A., Simpson, Cynthia G.
Abstract/Description: As children transition from Early Childhood Intervention Services to public education, it is critical that the results from the assessment practices used to identify children for services in public education are translated into instructional techniques that early childhood educators are able to implement in the classroom setting. This article aims to describe best practices in assessment of young children who are transitioning from Early Childhood Intervention Services to public school...
Show moreAs children transition from Early Childhood Intervention Services to public education, it is critical that the results from the assessment practices used to identify children for services in public education are translated into instructional techniques that early childhood educators are able to implement in the classroom setting. This article aims to describe best practices in assessment of young children who are transitioning from Early Childhood Intervention Services to public school services with specific emphasis placed on authentic assessment, and the potential benefits of this type of assessment as compared with traditional standardized assessment practices.
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Date Issued: 2013
Identifier: FSU_migr_ste_faculty_publications-0019, 10.1080/1045988X.2012.681715
Format: Citation

Title: Language and cognitive predictors of text comprehension: Evidence from multivariate analysis.
Creator: Kim, Young-Suk
Abstract/Description: Using data from children in South Korea (N = 145, Mage = 6.08), it was determined how low-level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high-level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low-level skills predicted comprehension monitoring and ToM,...
Show moreUsing data from children in South Korea (N = 145, Mage = 6.08), it was determined how low-level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high-level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low-level skills predicted comprehension monitoring and ToM, which in turn predicted listening comprehension. Vocabulary and syntactic knowledge were also directly related to listening comprehension, whereas working memory was indirectly related via comprehension monitoring and ToM. Listening comprehension and word reading completely mediated the relations of language and cognitive skills to reading comprehension.
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Date Issued: 2015
Identifier: FSU_migr_ste_faculty_publications-0024
Format: Citation

Title: Bibliography: A Review of Theory and Research in Global Citizenship Education.
Creator: Myers, John P. (John Patrick), DiCicco, Marzia Cozzolino
Abstract/Description: This bibliography includes scholarship that fall within the area of global citizenship education. Works selected are explicitly situated within this field or use global citizenship education as a conceptual framework or learning goal. The bibliography is organized into five main categories: (1) curricular principles and definitions, (2) theoretical perspectives, (3) empirical research, (4) teaching practices, and (5) policy statements. These categories are not considered to be definitive or...
Show moreThis bibliography includes scholarship that fall within the area of global citizenship education. Works selected are explicitly situated within this field or use global citizenship education as a conceptual framework or learning goal. The bibliography is organized into five main categories: (1) curricular principles and definitions, (2) theoretical perspectives, (3) empirical research, (4) teaching practices, and (5) policy statements. These categories are not considered to be definitive or exhaustive; rather, they are offered as a reference for other scholars working in this field. It is expected that this document will continue to grow as the field develops.
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Date Issued: 2015
Identifier: FSU_migr_ste_faculty_publications-0022
Format: Citation

Florida Center for Reading Research (6)	+ -
Department of Psychology (1)	+ -

Education (18)	+ -
Study and teaching (11)	+ -
Teachers (11)	+ -
Training of (11)	+ -
Teaching (10)	+ -

Vocational guidance (10)	+ -
Mathematics (3)	+ -
Middle school education (3)	+ -
Science (3)	+ -
Curricula (2)	+ -
Early childhood teachers (2)	+ -
Education, Higher (2)	+ -
Instructional systems (2)	+ -
People with disabilities (2)	+ -
Education (Elementary) (1)	+ -
Education (Secondary) (1)	+ -
Educational evaluation (1)	+ -
Elementary school teaching (1)	+ -
Research (1)	+ -
School management and organization (1)	+ -
Special Education (1)	+ -

text (70)	+ -
journal article (4)	+ -

Kim, Young-Suk (31)	+ -
Myers, John (8)	+ -
Al Otaiba, Stephanie (7)	+ -
Petscher, Yaacov (7)	+ -
Dennis, Lindsay (6)	+ -

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