Desempeño en lectura y escritura en la Escolaridad Primaria Básica

Este trabajo ha tenido como objetivo examinar el desempeño en lectura y escritura de niños que asisten a instituciones escolares primarias de la ciudad de La Plata. Su interés radica en la importancia que adquiere alcanzar niveles competentes de alfabetización para responder a las demandas de la sociedad actual y en la consideración de los altos índices de dificultades que se informan al respecto. Se evaluaron 90 niños argentinos de 1ro. a 6to. año con pruebas estandarizadas de lectura y escritura. Los resultados más relevantes informan una progresión significativa en las puntuaciones promedio según tramo escolar, siendo superior el desempeño en lectura que en escritura. No obstante, se encontró un porcentaje de niños con dificultades en lectura y escritura que persistió durante toda la escolaridad primaria. Adicionalmente, al comparar el desempeño de dos subgrupos caracterizados por indicadores sociodemográficos, se hallaron diferencias significativas en las variables examinadas (particularmente, en la escritura de palabras) a favor del grupo de nivel medio en los diferentes tramos escolares considerados. La presencia de un porcentaje considerable de niños que presentan dificultades, y que en ocasiones no son detectadas en la escuela, conduce a la necesidad de evaluaciones específicas y estrategias de intervención adecuadas que permitan promover los conocimientos y las habilidades necesarios para responder exitosamente a las demandas actuales de la sociedad

Desempeño en lectura y escritura en la Escolaridad Primaria Básica

Este trabajo ha tenido como objetivo examinar el desempeño en lectura y escritura de niños que asisten a instituciones escolares primarias de la ciudad de La Plata. Su interés radica en la importancia que adquiere alcanzar niveles competentes de alfabetización para responder a las demandas de la sociedad actual y en la consideración de los altos índices de dificultades que se informan al respecto. Se evaluaron 90 niños argentinos de 1ro. a 6to. año con pruebas estandarizadas de lectura y escritura. Los resultados más relevantes informan una progresión significativa en las puntuaciones promedio según tramo escolar, siendo superior el desempeño en lectura que en escritura. No obstante, se encontró un porcentaje de niños con dificultades en lectura y escritura que persistió durante toda la escolaridad primaria. Adicionalmente, al comparar el desempeño de dos subgrupos caracterizados por indicadores sociodemográficos, se hallaron diferencias significativas en las variables examinadas (particularmente, en la escritura de palabras) a favor del grupo de nivel medio en los diferentes tramos escolares considerados. La presencia de un porcentaje considerable de niños que presentan dificultades, y que en ocasiones no son detectadas en la escuela, conduce a la necesidad de evaluaciones específicas y estrategias de intervención adecuadas que permitan promover los conocimientos y las habilidades necesarios para responder exitosamente a las demandas actuales de la sociedad

The performance of South African English first language child speakers on a "low linguistically loaded" central auditory processing test protocol

The lack of standardized tests of central auditory processing disorder (CAPD) in South Africa (SA) led to the formation of a SA CAPD Taskforce, and the interim development of a "low linguistically loaded" CAPD test protocol using test recordings from the 'Tonal and Speech Materials for Auditory Perceptual Assessment Disc 2.0'. This study inferentially compared the performance of 16 SA English first, and 16 SA English second, language adult speakers on this test protocol, and descriptively compared their performances to previously published American normative data. Comparisons between the SA English first and second language speakers showed a poorer right ear performance (p < .05) by the second language speakers on the two-pair dichotic digits test only. Equivalent performances (p < .05) were observed on the left ear performance on the two pair dichotic digits test, and the frequency patterns test, the duration patterns test, the low-pass filtered speech test, the 45% time compressed speech test, the speech masking level difference test, and the consonant vowel consonant (CVC) binaural fusion test. Comparisons between the SA English and the American normative data showed many large differences (up to 37.1% with respect to predicted pass criteria as calculated by mean-2SD cutoffs), with the SA English speakers performing both better and worse depending on the test involved. As a result, the American normative data was not considered appropriate for immediate use as normative data in SA. Instead, the preliminary data provided in this study was recommended as interim normative data for both SA English first and second language adult speakers, until larger scale SA normative data can be obtained.

What drives the prediction of early reading? An analysis of stimulus and response-type

Purpose: Phonological accounts of reading implicate three aspects of phonological awareness tasks that underlie the relationship with reading; a) the language-based nature of the stimuli (words or nonwords), b) the verbal nature of the response, and c) the complexity of the stimuli (words can be segmented into units of speech). Yet, it is uncertain which task characteristics are most important as they are typically confounded. By systematically varying response-type and stimulus complexity across speech and non-speech stimuli, the current study seeks to isolate the characteristics of phonological awareness tasks that drive the prediction of early reading. Method: Four sets of tasks were created; tone stimuli (simple non-speech) requiring a non-verbal response, phonemes (simple speech) requiring a non-verbal response, phonemes requiring a verbal response, and nonwords (complex speech) requiring a verbal response. Tasks were administered to 570 2nd grade children along with standardized tests of reading and non-verbal IQ. Results: Three structural equation models comparing matched sets of tasks were built. Each model consisted of two 'task' factors with a direct link to a reading factor. The following factors predicted unique variance in reading: a) simple speech and non-speech stimuli, b) simple speech requiring a verbal response but not simple speech requiring a non-verbal-response, and c) complex and simple speech stimuli. Conclusions: Results suggest that the prediction of reading by phonological tasks is driven by the verbal nature of the response and not the complexity or 'speechness' of the stimuli. Findings highlight the importance of phonological output processes to early reading.

A historical study of selected documents from the period 1890--1920 with implications for understanding success in school

During the years 1890–1920, the public school education system established itself as the medium to transmit American values, knowledge and culture. This study described and explained why some individuals were destined to fail, and others succeed in America's public schools. The exploratory questions guiding this study were: What elements constitute society's perspective of whom it should educate during the years 1890–1920? What variables influenced society's perspective of whom it should educate during the years 1890–1920? ^ After explaining these issues, educators will then have a better understanding and awareness of why certain educational practices are currently implemented and will be able to critically evaluate which ones should be continued. The methodology chosen was historical. The approach for analyzing the data was coding. The information was coded in order to determine themes, concepts and ideas amongst the documents and as portrayed in the literature. The first step was to seek out patterns and then to write out words and phrases to represent these topics. Then, these phrases were attributed to networks. ^ The data indicated that public schools during this era were designed to conform and assimilate the new immigrants and factory workers in an efficient and standardized manner. Efficiency and standardization in production became the American way for government, commerce, personal, lives and the school. Many different approaches to education emerged during this time period, specifically those, which emphasized individuality; but only those, which paralleled the ideology of efficiency, standardization and conformity were adopted. Those students who were unable to conform to society's criteria for success were penalized in the classroom, on IQ examinations and national standardized exams. ^ This study was illuminative in that it explained the root cause as to why some individuals are meant to succeed while others are penalized in the classroom. Future studies connecting standardized assessments and learning styles are suggested. ^

A fourth-grade teacher's classroom perspective

Countless books have been written about what is good and what is bad about our educational system. No matter what the book or what the theory, all agree the classroom teacher is critical to the education process. Many influences affect classroom teaching, some of which are beyond her control, but a caring classroom teacher has a central role in the instruction of children The purpose of this case study was to inquire into the beliefs and behaviors of one elementary school teacher in a low socio-economic school and study her classroom perspective. This teacher of five years was a reading specialist and was teaching a full fourth grade curriculum for the first time. Because she suffered from math phobia, she was apprehensive about teaching mathematics. ^ This qualitative study required intense, time-consuming interviews, long and frequent observations, critical journaling, field notes and artifacts provided by the teacher. The resulting descriptive data was coded into categories and reassembled into themes that captured the essence of the teacher's beliefs. ^ The overarching themes found were: first, the teacher's caring attitude towards her students, cultivated by her affectionate family, her mother who is an elementary school teacher, and rich and rewarding elementary school experiences, second, her implementation of the curriculum, influenced by her passion for reading, her math phobia, and standardized tests and third, her attitudes toward her workplace, school administrators and collegiality among teachers. During the school year this teacher “owned” her classroom and was a full participant in its life! Her dedication to teaching was fostered by the satisfaction of knowing she has a profound impact and makes a significant difference in her students' lives. ^ This study suggested areas for further research on the following topics: consideration of teachers with math phobia, the effect of standardized tests on areas of the curriculum and the value of computers in the elementary school classroom. ^

The maintenance of tracking: The role of organizational culture

Modern comprehensive high schools do not formally track students into different programs, but schools offer different curricular sequences with important and stratified consequences for students' post-secondary education. This study used qualitative methodology to examine how schools' organizational cultures influence the maintenance of tracking practices in four comprehensive high schools in Miami. The methodology included long-term participant observation in each of the four schools, unstructured and semi-structured interviews and the collection of written documents produced by the district. A framework based on the concepts of environment, mission, information, strategy, and leadership was used to analyze the data. ^ It was found that school cultures shared deeply held beliefs that regard ability as a fixed trait. This prevented schools from providing access to information about the consequences of course selection to the majority of the student body, with the exception of those students defined as “college bound.” State and County level policies that reward achievement in standardized tests combined with school overcrowding, resulted in organizational cultures that favored the adoption of strategies stressing efficiency, as opposed to a challenging education for all students. Only one of the four schools in the study had a policy requiring students to attempt courses that were more challenging. The practice was resented by both teachers and counselors, since it was perceived as interfering with other goals of the institution, i.e.: graduating students in four years. ^ The culture of the schools stressed college as the only legitimate post-secondary option; consequently, the majority of counselors did not encourage students—even those already defined as “not college material”—to consider other alternatives, such as vocational education. The elimination of formal tracks in these comprehensive high schools resulted in the school culture lacking a clear mission in regards to non-college bound students. Findings are discussed in relation to current theoretical explanations for educational policy and equality of opportunity. ^

A comparative study of block scheduling and traditional scheduling on academic achievement

The purpose of this study was to evaluate the effectiveness of an alternate day block schedule design (n = 419) versus a traditional six-period schedule design (n = 623) on the academic achievement of the graduating classes in two schools in which the design was used respectively. Academic achievement was measured by (a) two standardized tests: the Florida Comprehensive Assessment Test Sunshine State Standards (FCAT-SSS) in mathematics and reading for 9th and 10th grade and the Scholastic Reading Inventory Test (SRI) for 9 th, 10th, and 11th grade; (b) three school grades: the mathematics final course grades for 9th, 10th, and 11th grade, the English final course grades for 9th, 10th, 11th, and 12th grade and the graduating GPA. A total of five repeated measure analyses of variance (ANOVAs) were conducted to analyze the difference between the two schools (representing the two designs) with respect to five achievement indicators (FCAT-SSS mathematics scores, FCAT-SSS reading scores, SRI scores, mathematics final course grades, and English final course grades). The between-subject factor for the five ANOVAs was the schedule design and the within-subject factor was the time the tests were taken or the time the course grades were issued. T-tests were performed on all eighth grade achievement indicators to ensure there were no significant differences in achievement between the two cohorts prior to entering high school. An independent samples t-test was conducted to analyze the difference between the two schedule designs with respect to graduating GPA. Achievement in the alternate day block schedule design was significantly higher than in the traditional six-period schedule design for some of the locally assigned school grades. The difference between the two types of schedule designs was not significant for the standardized measures (the FCAT-SSS in reading and mathematics and the SRI). This study concludes that the use of an alternate day block schedule design can be considered an educational tool that can help improve the academic achievement of students as measured by local indicators of achievement; but, apparently the design is not an important factor in achievement as measured by state examinations such as the FCAT-SSS or the SRI.

The effect of dual -language instruction on academic achievement as measured by the SAT: An evaluation of the "International Studies Program" of Miami -Dade County Public Schools

This study investigated the influence that receiving instruction in two languages, English and Spanish, had on the performance of students enrolled in the International Studies Program (delayed partial immersion model) of Miami Dade County Public Schools on a standardized test in English, the Stanford Achievement Test, eighth edition, for three of its sections, Reading Comprehension, Mathematics Computations, and Mathematics Applications.^ The performance of the selected IS program/Spanish section cohort of students (N = 55) on the SAT Reading Comprehension, Mathematics Computation, and Mathematics Application along four consecutive years was contrasted with that of a control group of comparable students selected within the same feeder pattern where the IS program is implemented (N = 21). The performance of the group was also compared to the cross-sectional achievement patterns of the school's corresponding feeder pattern, region, and district.^ The research model for the study was a variation of the "causal-comparative" or "ex post facto design" sometimes referred to as "prospective". After data were collected from MDCPS, t-tests were performed to compare IS-Spanish students SAT performance for grades 3 to 6 for years 1994 to 1997 to control group, feeder pattern, region and district norms for each year for Reading Comprehension, Mathematics Computation, and Mathematics Applications. Repeated measures ANOVA and Tukey's tests were calculated to compare the mean percentiles of the groups under study and the possible interactions of the different variables. All tests were performed at the 5% significance level.^ From the analyses of the tests it was deduced that the IS group performed significantly better than the control group for all the three measures along the four years. The IS group mean percentiles on the three measures were also significantly higher than those of the feeder pattern, region, and district. The null hypotheses were rejected and it was concluded that receiving instruction in two languages did not negatively affect the performance of IS program students on tests taken in English. It was also concluded that the particular design the IS program enhances the general performance of participant students on Standardized tests.^ The quantitative analyses were coupled with interviews from teachers and administrators of the IS program to gain additional insight about different aspects of the implementation of the program at each particular school. ^

Differential outcomes of two -way and transitional programs on English language learners at different entry levels

This study investigated the effects of two types of bilingual education programs (two-way and transitional) on the academic performance, attitudes, and metacognitive awareness of 5th grade students who entered kindergarten or first grade with different levels of English proficiency. The multi-stage sample consisted of students who had participated in each program for a period of at least five years. A mixed model design allowed for the collection of quantitative and qualitative data that were analyzed accordingly and integrated. ^ The findings indicated no significant differences between the two groups on measures of academic achievement in English. Significant differences were found in the number of semesters required for the students to become proficient English speakers. An important conclusion, based on these findings, was that the students enrolled in the two-way bilingual education (TWBE) programs learned English faster. Moreover, they maintained a high level of proficiency in Spanish, scoring significantly higher than the transitional bilingual education group on measures of Spanish reading ability.^ Questionnaire and interview data indicated that the students in the two-way bilingual education programs tended to use more Spanish for recreational purposes and tended to rate themselves as more proficient Spanish speakers than their peers. Conversely, the students enrolled in the transitional bilingual education programs tended to rate themselves as more proficient in English than their peers. ^ The level of English language proficiency upon entering school (five years later) was found to make a difference in academic achievement, as measured by standardized tests. Five years of schooling did not fully eliminate the gap in academic performance between students with different ESOL entry levels at kindergarten. However, entry level did not have an effect on attitudes towards bilingualism. ^ It is concluded that, although there was no significant difference between the two groups on measures of academic achievement in English, TWBE and transitional programs have differential effects. Students in the TWBE programs acquired oral language at a faster rate, developed literacy skills in their native language, and acquired more positive attitudes towards bilingualism. Theoretical, methodological, and policy implications of the findings are discussed. ^

TEACHNJ: An Evaluation of Two Years Implementation

The Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act was adopted by the New Jersey legislature in August 2012 with the intent to raise student achievement by improving the overall quality of instruction. As a result of this act, new teacher evaluation systems are being introduced in school districts across the state in an effort to more accurately assess teacher performance. The new teacher evaluations will be based on multiple classroom observations as well as the academic achievement of their students as measured on standardized tests. In addition, professional development opportunities are likely to change under this legislation, with schools customizing professional development programs to more effectively meet the needs of their teachers. The overarching question that informs our research is what impact will TEACH NJ have on the overall value of teacher evaluations and the quality of professional development opportunities offered to teachers. Data collected through survey research presents the pre-implementation practices (2011-2012 school year) as well as one year post-implementation practices (2013-2014) taking place in school districts throughout New Jersey. The findings reflect teachers’ perceptions of the value of the current teacher evaluation practices, the quality of the current professional development opportunities and the value the school administration places on teacher evaluations.

The response to an ESL population boom in the Beaufort County, South Carolina school system: A case study

The purpose of this case study was to examine the why the English language learners (ELLs) in the Beaufort County, South Carolina school system have been so successful. This school system has recently experienced a boom in its ESL student population, and this population has performed very well on standardized tests. This study used critical theory as its theoretical framework and examined why the students have been successful rather than marginalized in Beaufort County schools. This phenomenon was investigated using semi-structured interviews with the ESOL Coordinator for Beaufort County, 4 ESL-lead teachers, and 6 mainstream teachers.^ Data were collected using semi-structured interviews with Sarah Owen, the Beaufort County ESOL, Gifted and Talented, and World Languages coordinator. Based on the results of her interview, 4 themes emerged that were used for the semi-structured interviews with ESOL and mainstream teachers. The interviews centered on the themes of ESL policy, ESL leadership, and teacher training. The ESL and mainstream teacher interviews also revealed several subthemes that included teacher attitude, why Beaufort County has been successful with the ELLs, and the teachers' recommendations for other schools systems trying to successfully accommodate a large ESL student population in mainstream classrooms. ^ The findings from the teachers' interviews revealed that additional training for the teachers without ESL experience helped them become comfortable instructing ELLs. This training should be conducted by the ESOL teachers for those without ESOL certification or endorsement. As the teachers had more training, they had better attitudes about teaching ESOL students in their classes. Finally, those who utilized the additional ESOL training and ESOL accommodations saw better student achievement in their classes.^ Based on the finding of this study, the researcher proposed a model for other school systems to follow in order to replicate the success of Beaufort County's ELLs. The implications of this study focus on other schools systems and why ELLs are not obtaining the same level of success as those in Beaufort County's schools. Finally, recommendations for further research are provided.^

The effects on students' self-efficacy beliefs regarding their comprehension of American literature when aesthetic reading and reader response strategy are implemented

High-stakes testing and accountability have infiltrated the education system in the United States; the top priority for all teachers must be student progress on standardized tests. This has resulted in the predominance of reading for test-taking, (efferent reading), in the English, language arts, and reading classrooms. Authentic uses of print activities, like aesthetic reading, that encourage students to engage individually with a text, have been pushed aside. ^ During a 3-week time period, regular level, English 3/American literature students in a Title I magnet high school, participated in this quasi-experimental study (N = 62). It measured the effects of an intervention of reading American literature texts aesthetically and writing aesthetically-evoked reader responses on students' self-efficacy beliefs regarding their comprehension of American literature. One trained teacher and the researcher participated in the study: student participants were pre- and post- tested using the Confidence in Reading American Literature Survey which examined their self-efficacy beliefs regarding their comprehension of American literature. Several statistical analyses were performed. The results of the linear regression analyses partially supported a positive relationship between aesthetically-evoked reader responses and students' self-efficacy beliefs regarding their comprehension of American literature. Additionally, the results of the 2 (sex) x 2 (treatment) ANCOVAs conducted to test group differences in self-efficacy beliefs regarding the comprehension of American literature between treatment and control groups indicated a main effect for treatment (but not sex; nor was there a significant sex x treatment interaction), suggesting the treatment was partially effective in increasing students' self-efficacy beliefs. Seven of the twelve ANCOVAs indicated a statistically significant increase in the treatment group's adjusted group mean self-efficacy belief scores as a result of being exposed to the intervention. In six of these seven analyses, increases in self-efficacy beliefs occurred in tasks that required three or more higher-order levels of thinking/learning. The results are discussed in terms of theoretical, empirical and practical significance. Future research is recommended to extend the intervention beyond the narrow confines of a Title I magnet school to settings where the intervention could be tested longitudinally, e. g., honors and gifted students, elementary and middle schools.^

The maintenance of tracking : the role of organizational culture

Modern comprehensive high schools do not formally track students into different programs, but schools offer different curricular sequences with important and stratified consequences for students' post-secondary education. This study used qualitative methodology to examine how schools' organizational cultures influence the maintenance of tracking practices in four comprehensive high schools in Miami. The methodology included long-term participant observation in each of the four schools, unstructured and semi-structured interviews and the collection of written documents produced by the district. A framework based on the concepts of environment, mission,, information, strategy, and leadership was used to analyze the data. It was found that school cultures shared deeply held beliefs that regard ability as a fixed trait. This prevented schools from providing access to information about the consequences of course selection to the majority of the student body, with the exception of those students defined as "college bound." State and County level policies that reward achievement in standardized tests combined with school overcrowding, resulted in organizational cultures that favored the adoption of strategies stressing efficiency, as opposed to a challenging education for all students. Only one of the four schools in the study had a policy requiring students to attempt courses that were more challenging. The practice was resented by both teachers and counselors, since it was perceived as interfering with other goals of the institution, i.e.: graduating students in four years. The culture of the schools stressed college as the only legitimate post-secondary option; consequently, the majority of counselors did not encourage students-even those already defined as "not college material"-to consider other alternatives, such as vocational education. The elimination of formal tracks in these comprehensive high schools resulted in the school culture lacking a clear mission in regards to non-college bound students. Findings are discussed in relation to current theoretical explanations for educational policy and equality of opportunity.

A simulação como método de ensino de habilidades no curso de medicina: relato de uma experiência com punção lombar

The teaching of the lumbar puncture (LP) technique with simulator is not well systematized in the curricula of medical schools. Studies show that training in the simulator provides learning technical skills, acquisition and retention of knowledge, improve self-confidence of the learner and enables the transfer to clinical practice. We intend this study to introduce simulated training in LP in medical course at the Universidade Federal do Rio Grande do Norte evaluating the experience taking into account quantitative aspects (performance on standardized tests) and qualitative (perception of the students regarding the method and the teaching process learning). The study was conducted in two phases. In the first phase practical training in PL was introduced in the 3rd year of medical school. Seventy-seven students were trained in small groups, guided by a checklist developed in the model Objective Structured Assessment of Technical Skill (OSATS), at this moment they knew they were not under performance evaluation. They were also asked whether they had prior chances to make an LP in patients. At the end of the first phase the students evaluated training in the following areas: teaching technique, simulator realism, time available per group, number of participants per group and relevance to medical practice. In the second phase, two years later, 18 students trained in first stage performed a new LP on the mannequin simulator, and its performance was evaluated through the same checklist of training in order to verify the technical retention. In addition, they answered a multiple choice test about practical aspects of the LP technique. Each participant received individual feedback on their performance at the end of their participation in the study. In the first phase of the study we found that only 4% of students had performed a lumbar puncture in patients until the 3rd year. The training of LP technique with simulator mannequin was considered relevant and the teaching methods was thoroughly evaluated. In the second phase, all participants were successful in implementing the lumbar puncture on the mannequin simulator, compliance with the most steps in a reasonable time, suggesting that would be able to perform the procedure in a patient.