Using Percentile Schedules to Increase Academic Fluency

2016 ◽  
Vol 31 (3) ◽  
pp. 283-290
Author(s):  
Alison M. Clark ◽  
Jonathan D. Schmidt ◽  
Nabil Mezhoudi ◽  
SungWoo Kahng
Keyword(s):  
Percentile Schedules ◽  
Academic Fluency

Role of Neurocognitive Factors in Academic Fluency for Children and Adults With Spina Bifida Myelomeningocele

2019 ◽  
Vol 25 (3) ◽  
pp. 249-265
Author(s):  
Paul T. Cirino ◽  
Paulina A. Kulesz ◽  
Amanda E. Child ◽  
Ashley L. Ware ◽  
Marcia A. Barnes ◽  
...  
Keyword(s):  
Reaction Time ◽  
Spina Bifida ◽  
Neurodevelopmental Disorders ◽  
Group Differences ◽  
Math Fluency ◽  
Differential Prediction ◽  
Nonverbal Reasoning ◽  
Academic Fluency ◽  
Academic Content

AbstractObjectives: Fluency is a major problem for individuals with neurodevelopmental disorders, including fluency deficits for academic skills. The aim of this study was to determine neurocognitive predictors of academic fluency within and across domains of reading, writing, and math, in children and adults, with and without spina bifida. In addition to group differences, we expected some neurocognitive predictors (reaction time, inattention) to have similar effects for each academic fluency outcome, and others (dexterity, vocabulary, nonverbal reasoning) to have differential effects across outcomes. Methods: Neurocognitive predictors were reaction time, inattention, dexterity, vocabulary, and nonverbal reasoning; other factors included group (individuals with spina bifida, n=180; and without, n=81), age, and demographic and untimed academic content skill covariates. Univariate and multivariate regressions evaluated hypotheses. Results: Univariate regressions were significant and robust (R2=.78, .70, .73, for reading, writing, and math fluency, respectively), with consistent effects of covariates, age, reaction time, and vocabulary; group and group moderation showed small effect sizes (<2%). Multivariate contrasts showed differential prediction across academic fluency outcomes for reaction time and vocabulary. Conclusions: The novelty of the present work is determining neurocognitive predictors for an important outcome (academic fluency), within and across fluency domains, across population (spina bifida versus typical), over a large developmental span, in the context of well-known covariates. Results offer insight into similarities and differences regarding prediction of different domains of academic fluency, with implications for addressing academic weakness in spina bifida, and for evaluating similar questions in other neurodevelopmental disorders. (JINS, 2019, 25, 249–265)

Effect of motivation on academic fluency performance in survivors of pediatric medulloblastoma

2015 ◽  
Vol 22 (5) ◽  
pp. 570-586 ◽  
Author(s):  
Alice Ann Holland ◽  
Carroll W. Hughes ◽  
Lana Harder ◽  
Cheryl Silver ◽  
Daniel C. Bowers ◽  
...  
Keyword(s):  
Pediatric Medulloblastoma ◽  
Academic Fluency

scholarly journals USING PERCENTILE SCHEDULES TO INCREASE EYE CONTACT IN CHILDREN WITH FRAGILE X SYNDROME

2009 ◽  
Vol 42 (1) ◽  
pp. 171-176 ◽  
Author(s):  
Scott S. Hall ◽  
Natalee P. Maynes ◽  
Allan L. Reiss
Keyword(s):  
Fragile X Syndrome ◽  
Fragile X ◽  
Eye Contact ◽  
Percentile Schedules

scholarly journals SHAPING ACADEMIC TASK ENGAGEMENT WITH PERCENTILE SCHEDULES

2007 ◽  
Vol 40 (3) ◽  
pp. 475-488 ◽  
Author(s):  
Elizabeth S. Athens ◽  
Timothy R. Vollmer ◽  
Claire C. St. Peter Pipkin
Keyword(s):  
Task Engagement ◽  
Academic Task ◽  
Percentile Schedules

Transitional Bilingual Education and the Socialization of Immigrants

1988 ◽  
Vol 58 (2) ◽  
pp. 133-154 ◽  
Author(s):  
David Spener
Keyword(s):  
Bilingual Education ◽  
Native Language ◽  
Minority Group ◽  
Language Instruction ◽  
Immigrant Children ◽  
Transitional Bilingual ◽  
Transitional Bilingual Education ◽  
Group Members ◽  
Economic Need ◽  
Academic Fluency

David Spener argues that U.S. educational policies reflect an implicit economic need to socialize immigrants and minority group members to fill necessary, but undesirable, low-status jobs. Transitional bilingual education programs, which provide only a limited period of native-language instruction and do not ensure English mastery, prevent immigrant children from attaining academic fluency in either their native language or in English. The subsequent discrepancy between the learning capacities of immigrant children and their monolingual peers reinforces stereotypes of immigrants and some linguistic minorities, and serves to socially legitimize their economically required limited access to better jobs.

Shaping smoking cessation using percentile schedules

2004 ◽  
Vol 76 (3) ◽  
pp. 247-259 ◽  
Author(s):  
R.J. Lamb ◽  
Andrew R. Morral ◽  
Kimberly C. Kirby ◽  
M.Y. Iguchi ◽  
G. Galbicka
Keyword(s):  
Smoking Cessation ◽  
Percentile Schedules

scholarly journals Some Challenges in Using Computer-Aided Translation Tools to Facilitate Second Language Fluency in Education

2019 ◽  
Vol 3 (2) ◽  
pp. 22-31
Author(s):  
Dianne Excell
Keyword(s):  
English Language ◽  
First Language ◽  
Early Years ◽  
Academic English ◽  
Language Fluency ◽  
Postgraduate Students ◽  
Translation Tools ◽  
Computer Aided ◽  
The Uk ◽  
Academic Fluency

At every level of education, from early years to postgraduate, students can arrive in the UK (or US) classroom with little or no English language ability. It is impossible for teachers to have knowledge of every first language that students bring into the classroom and thus they may rely on a computer-aided translation tool so that their students can have access to the English needed in all subjects across the curriculum. At the same time, students need to move from basic English skills in listening, speaking, reading and writing towards the subtleties of academic English which they must achieve in order to reach the UK government’s required standards in English at every level of assessment. Using her extensive knowledge of the challenges that students learning English as an Additional Language (EAL) and their teachers face in the classroom situation and the English needed in assessments, the author examines possible benefits of computer-aided translation tools such as Google Translate and Talking Pen and outlines some of the problems and drawbacks with such tools that create barriers to acquiring full academic fluency, thus posing challenges to future translation tool developers.

scholarly journals Sluggish Cognitive Tempo Predicts Academic Fluency, Beyond Contributions of Core Academic Skills, Attention, and Motor Speed

2018 ◽  
Vol 23 (14) ◽  
pp. 1703-1710 ◽  
Author(s):  
Lisa A. Jacobson ◽  
E. Mark Mahone
Keyword(s):  
Child Outcomes ◽  
Academic Skills ◽  
Sluggish Cognitive Tempo ◽  
Motor Speed ◽  
Math Skills ◽  
Component Skills ◽  
Reading And Math ◽  
Child Performance ◽  
Academic Fluency ◽  
Cognitive Tempo

Objective: Sluggish Cognitive Tempo (SCT) is a distinct behavioral phenotype characterized by such symptoms as being slow to complete tasks, appearing drowsy or sleepy, and lacking initiative. Subcomponents of SCT appear differentially associated with inattention symptoms and child outcomes. Much of the work in this area has examined associations between SCT symptoms and ratings of behavior; few studies have examined associations with child performance. Method: We examined associations between SCT and timed reading and math skills in 247 referred youth ( M age = 11.55, range = 6-20; 67.6% male), controlling for the untimed academic skills, inattention, and graphomotor speed. Results: SCT consistently predicted timed academic fluency, after controlling for other component skills, for both reading (SCT Δ R2 = .039, p = .001) and math (Δ R2 = .049, p = .001). Conclusion: Results provide initial evidence for the unique association of SCT with timed academic performance. Understanding associations of SCT with actual child performance may allow for greater specificity in targeting interventions to address speed of performance.

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