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New Directions for Child and Adolescent Development

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https://www.readbyqxmd.com/read/28267292/improving-early-grade-reading-outcomes-aprender-a-ler-in-mozambique
#1
Shirley Burchfield, Haiyan Hua, David Noyes, Willem van de Waal
The Government of Mozambique has long struggled to improve the low reading levels of children in early grades. With funding from the U.S. Agency for International Development (USAID) in 2012, World Education collaborated with the Ministry of Education and Human Development (MINEDH) to improve reading by developing a research-based reading intervention and testing it in two provinces. This article examines student reading performance from cohorts of second and third graders before and after a 1-year intervention compared to that of a control group and identifies factors required for successful scale-up...
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267291/introduction
#2
REVIEW
Peggy McCardle
No abstract text is available yet for this article.
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267290/great-expectations-a-framework-for-assessing-and-understanding-key-factors-affecting-student-learning-of-foundational-reading-skills
#3
REVIEW
Audrey-Marie Moore, Amber Gove, Karen Tietjen
This article addresses the evolution of the underlying theories of change in global education reform efforts between 1990 and 2015, informed by the shift in focus from access to quality and learning. We review recent data regarding how different types of donor interventions (i.e., structural or pedagogical) have contributed to improved reading outcomes and compare effect sizes over a series of intervention studies conducted from 2003 to 2015. Against this background, we present a framework for understanding how the intensity, frequency, and fidelity of the interventions as well as the enabling environments of reform affect the magnitude and rates at which reading and learning outcomes can be expected to improve...
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267289/lifewide-learning-for-early-reading-development
#4
REVIEW
Amy Jo Dowd, Elliott Friedlander, Christine Jonason, Jane Leer, Lisa Zook Sorensen, Jarrett Guajardo, Nikhit D'Sa, Clara Pava, Lauren Pisani
The authors examine the relationships between children's reading abilities and the enabling environment for learning in the context of Save the Children's Literacy Boost program. They conceptualize the enabling environment at a micro level, with two components: the home literacy environment, represented by reading materials/habits at home, and the community learning environment (community reading activities). Using longitudinal reading scores of 6,874 students in 424 schools in 12 sites across Africa and Asia, there was 1) a modest but consistent relationship between students' home literacy environments and reading scores, and 2) a strong relationship between reading gains and participation in community reading activities, suggesting that interventions should consider both home and community learning environments and their differential influences on interventions across different low-resource settings...
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267288/sparking-a-reading-revolution-results-of-early-literacy-interventions-in-egypt-and-jordan
#5
Amber Gove, Aarnout Brombacher, Michelle Ward-Brent
This article examines the effects of two early grade reading interventions in two Arabic-speaking contexts (Egypt and Jordan), developed in partnership with ministries of education. The interventions relied on similar research bases for improving reading instruction in Arabic. In Egypt, the results of a 166-school pilot led to the national scale-up of the Early Grade Reading Program for more than 4 million children in grades 1-3. Informed by Egypt's experience, a demonstration effort in 43 schools led to a national rollout in Jordan's 2,651 public primary schools and the creation of a remediation program...
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267287/working-toward-a-more-literate-world-reading-intervention-commentary
#6
REVIEW
Maureen W Lovett
This issue of New Directions for Child and Adolescent Development summarizes recent and ongoing work to establish evidence-based practices in early reading instruction and intervention and to improve access to and quality of literacy programs in low- and middle-income countries. The authors describe projects of varying sizes and goals, conducted in multiple sites in Africa, the Middle East, Asia, and Latin America. What is immediately striking is the commitment to documenting the efficacy and effectiveness of these programs using wherever possible the methodological standards of intervention science and education research...
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267286/differentiation-of-effect-across-systemic-literacy-programs-in-rwanda-the-philippines-and-senegal
#7
Rachel Christina, Elena Vinogradova
In this article, we compare three localized applications (in Rwanda, Senegal, and the Philippines) of a literacy approach for resource-lean environments and examine the factors influencing its impact in each context, considering dosage, duration, and environment. In Rwanda, a bilingual early grade literacy initiative implemented in partnership with the ministry of education included literacy standards development, training for early grade teachers, materials development, leadership support, and community-based activities...
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267285/designing-for-scale-reflections-on-rolling-out-reading-improvement-in-kenya-and-liberia
#8
Amber Gove, Medina Korda Poole, Benjamin Piper
Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale...
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/28267284/impact-of-teachers-practices-on-students-reading-comprehension-growth-in-guatemala
#9
REVIEW
Fernando Rubio, Leslie Rosales de Véliz, María Cristina Perdomo Mosquera, Ventura Salanic López
This article discusses an educational intervention, with a strong emphasis on reading development in a bilingual context, in the Western Highlands of Guatemala (WH), a highly disadvantaged region, where the majority of the population is of Mayan origin and primary education is poor. The majority of the students in the Western Highlands speak a Mayan language as their mother tongue, yet they are generally taught in Spanish. We assisted in the development and implementation of a bilingual/intercultural education model including teacher training at the university level and bilingual materials development...
March 2017: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922222/delving-into-the-details-implementing-multitiered-k-3-reading-supports-in-high-priority-schools
#10
Michael D Coyne, Ashley Oldham, Kaitlin Leonard, Darci Burns, Nicholas Gage
Although there is widespread agreement about the practices associated with multitiered systems of support (MTSS) frameworks in beginning reading, we often underestimate the systems and infrastructure that schools need to implement and sustain these practices. The real work of developing these systems often happens in the detailed-oriented and often messy world of schedules, routines, meetings, and materials. The purpose of this article is to describe a K-3 reading initiative where school teams serving high percentages of students at risk for reading difficulties "delved into the details" to work to overcome the complexities inherent in implementing multitiered reading supports in high priority schools...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922221/commentary-the-tyranny-of-time-and-the-reality-principle
#11
Russell Gersten
Each of the five articles in this special issue gets "into the weeds" in terms of studying actual classroom or school implementation of evidence-based or promising practices. Virtually all confront the issue of logistics and establishing an infrastructure for ensuring adequate implementation. In general, those studies that ask teachers to change their practice, be it core classwide instruction (Wanzek & Vaughn, this issue) or the whole-class adolescent literacy interventions described in LaRusso et al. (this issue) experienced a good deal more in the way of implementation challenges than those that provided schools with extra services and were able to hire their own personnel to train and oversee as part of an efficacy trial...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922220/implementation-of-a-text-based-content-intervention-in-secondary-social-studies-classes
#12
Jeanne Wanzek, Sharon Vaughn
We describe teacher fidelity (adherence to the components of the treatment as specified by the research team) based on a series of studies of a multicomponent intervention, Promoting Acceleration of Comprehension and Content Through Text (PACT), with middle and high school social studies teachers and their students. Findings reveal that even with highly specified materials and implementing practices that are aligned with effective reading comprehension and content instruction, teachers' fidelity was consistently low for some components and high for others...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922219/introduction-to-the-special-issue-challenges-and-solutions-to-implementing-effective-reading-intervention-in-schools
#13
Barbara Foorman
This special issue focuses on challenges and solutions to implementing effective reading intervention in schools in the United States. Researchers often develop interventions that prove effective in efficacy studies but then show no impact when implemented at scale in public school settings. The authors of the intervention studies presented here describe a number of common implementation problems stemming from research in primary grades, middle grades, and high schools. Solutions to these implementation problems include establishing researcher-practitioner partnerships to address the systems-level challenges, suggestions for how to obtain buy-in from teachers, and recommendations for reforming preservice and in-service teacher education...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922218/improving-professional-development-to-enhance-reading-outcomes-for-students-in-special-education
#14
Christopher J Lemons, Stephanie Al Otaiba, Sheila J Conway, Veronica Mellado De La Cruz
The purpose of this article is to focus specifically on professional development that is needed to ensure that preservice and in-service teachers are prepared to deliver intensive intervention to enhance reading outcomes of students in special education. Our aim is to provide recommendations to ensure that special educators are prepared to design and implement data-based individualization in the area of reading. We highlight what special educators need to know to implement data-based individualization and provide recommendations for improving professional development using findings from federally funded projects...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922217/commentary-learning-from-variations-in-fidelity-of-implementation
#15
Rekha Balu, Fred Doolittle
The articles in this special issue discuss efforts to improve academic reading outcomes for students and ways to achieve high implementation fidelity of promising strategies. At times the authors discuss if-and how-strong fidelity is associated with strong outcomes and potentially even impacts (the difference between program and control group outcomes). We want to explore this theme in two ways: (a) learning from the variation in fidelity to think about potential points of entry and levers for improvement in implementation, and (b) broadening the evaluation focus to include "service contrast" as a factor driving impacts on student outcomes...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922216/seven-elements-important-to-successful-implementation-of-early-literacy-intervention
#16
Barbara Foorman, Jennifer Dombek, Kevin Smith
The objective of this article is to describe seven elements important to successful implementation of early literacy intervention. The seven elements are drawn from research as well as from the authors' recent randomized controlled trial of effective early literacy interventions in kindergarten through second grade in 55 schools across Florida. The seven elements are (a) the importance of researcher-practitioner partnerships; (b) determining the need for early intervention; (c) assessment selection and data use; (d) evaluating curriculum and instructional materials for use in early intervention; (e) scheduling time for intervention; (f) selecting, training, and supporting interventionists; and (g) locating space and maintaining open communications among interventionists, teachers, and parents...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922215/commentary-implementing-interventions-building-a-shared-understanding-of-why
#17
Vibeke Grøver
This commentary discusses how the articles that comprise this special issue conceptualize what is required for reading interventions to change instruction. Three challenges to successful implementation are addressed: identifying institutional barriers to change, identifying intervention components that are not commonly part of the teachers' repertoires and that will require attention and support, and building researcher-practitioner partnerships and a shared understanding of why an intervention would improve reading instruction...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27922214/implementation-challenges-for-tier-one-and-tier-two-school-based-programs-for-early-adolescents
#18
RANDOMIZED CONTROLLED TRIAL
Maria D LaRusso, Suzanne Donovan, Catherine Snow
This mixed-method study examined the implementation and the challenges to implementation for participants in randomized controlled trials of two school-based programs for early adolescents: the Tier One Word Generation (WG) program, and the Tier Two Strategic Adolescent Reading Intervention (STARI). Levels of implementation for WG and STARI varied substantially across teachers and classrooms, with mean levels of 40% for fourth- and fifth-grade WG, 31% for sixth- and seventh-grade WG, and 47% for STARI. The three most common implementation challenges for WG were lack of time, multiple new programs/curricula happening at the same time, and time lost to testing and test prep...
December 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27589501/translational-neuroscience-as-a-tool-for-intervention-development-in-the-context-of-high-adversity-families
#19
REVIEW
Philip A Fisher
The use of theory-driven models to develop and evaluate family-based intervention programs has a long history in psychology. Some of the first evidence-based parenting programs to address child problem behavior, developed in the 1970s, were grounded in causal models derived from longitudinal developmental research. The same translational strategies can also be applied to designing programs that leverage emerging scientific knowledge about the effects of early adverse experiences on neurobiological systems to reduce risk and promote well-being...
September 2016: New Directions for Child and Adolescent Development
https://www.readbyqxmd.com/read/27589500/sensitive-periods-of-emotion-regulation-influences-of-parental-care-on-frontoamygdala-circuitry-and-plasticity
#20
REVIEW
Dylan G Gee
Early caregiving experiences play a central role in shaping emotional development, stress physiology, and refinement of limbic circuitry. Converging evidence across species delineates a sensitive period of heightened neuroplasticity when frontoamygdala circuitry is especially amenable to caregiver inputs early in life. During this period, parental buffering regulates emotional behaviors and stress physiology as emotion regulation circuitry continues to mature. By contrast, disorganized or poor quality caregiving has profound and lasting consequences on the maturation of frontoamygdala circuitry essential for emotion regulation, even following termination of this early life stressor (e...
September 2016: New Directions for Child and Adolescent Development
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