Improving the prediction of academic success through differential weighting.

R. L. C. Butsch

doi:10.1037/h0056269

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-18-0181 ◽

2019 ◽

Vol 28 (3) ◽

pp. 1257-1267 ◽

Cited By ~ 2

Author(s):

Priya Kucheria ◽

McKay Moore Sohlberg ◽

Jason Prideaux ◽

Stephen Fickas

Keyword(s):

Academic Success ◽

Undergraduate Students ◽

Expository Text ◽

Reading Strategy ◽

Detection Algorithm ◽

Expository Texts ◽

Human Observer ◽

Behavioral Strategies ◽

Periodic Review ◽

Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Download Full-text

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00064 ◽

2020 ◽

Vol 51 (3) ◽

pp. 509-513

Author(s):

Ashley Bourque Meaux ◽

Julie A. Wolter ◽

Ginger G. Collins

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Literacy Development ◽

Morphological Awareness ◽

Language And Literacy ◽

Speech Language Pathologists ◽

School Based ◽

Literacy Success ◽

Key Factor ◽

Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Download Full-text

Boys’ Early Childhood Behavioral Problems Associated With Less Academic Success

ASHA Leader ◽

10.1044/leader.rib2.21092016.13 ◽

2016 ◽

Vol 21 (9) ◽

pp. 13-13

Keyword(s):

Early Childhood ◽

Academic Success ◽

Behavioral Problems ◽

Childhood Behavioral Problems

Download Full-text

Multiple Perspectives on the Barriers to Identification and Management of Pediatric Voice Disorders

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig3.49 ◽

2017 ◽

Vol 2 (3) ◽

pp. 49-56

Author(s):

Jana Childes ◽

Alissa Acker ◽

Dana Collins

Keyword(s):

Academic Success ◽

Voice Disorders ◽

School Personnel ◽

Voice Disorder ◽

Multiple Perspectives ◽

Vocal Qualities ◽

High Prevalence ◽

Pediatric Populations ◽

Low Incidence ◽

University Settings

Pediatric voice disorders are typically a low-incidence population in the average caseload of clinicians working within school and general clinic settings. This occurs despite evidence of a fairly high prevalence of childhood voice disorders and the multiple impacts the voice disorder may have on a child's social development, the perception of the child by others, and the child's academic success. There are multiple barriers that affect the identification of children with abnormal vocal qualities and their access to services. These include: the reliance on school personnel, the ability of parents and caretakers to identify abnormal vocal qualities and signs of misuse, the access to specialized medical services for appropriate diagnosis, and treatment planning and issues related to the Speech-Language Pathologists' perception of their skills and competence regarding voice management for pediatric populations. These barriers and possible solutions to them are discussed with perspectives from the school, clinic and university settings.

Download Full-text

School Success and School Engagement of Immigrant Children and Adolescents

European Psychologist ◽

10.1027/1016-9040/a000139 ◽

2013 ◽

Vol 18 (2) ◽

pp. 126-135 ◽

Cited By ~ 42

Author(s):

Frosso Motti-Stefanidi ◽

Ann S. Masten

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Children And Adolescents ◽

School Engagement ◽

School Success ◽

Immigrant Children ◽

Integrative Model ◽

High Stakes ◽

The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Download Full-text