In order to evaluate the appropriateness of a standardized vocabulary measure for linguistically diverse kindergarten children this study examined response patterns of young Canadian children using the Peabody Picture Vocabulary Test –Third Edition (PPVT-III, Dunn & Dunn, 1997). Questions have been asked about whether the PPVT-III is an appropriate measure to use with young English Language Learners (ELL) because items may be culturally or linguistically biased. Further, it is of both psychometric and educational relevance to understand measurement of English vocabulary acquisition among young English First Language (EL1) and English Language Learner (ELL) children. PPVT-III scores were compared in two language groups – 52 EL1 and 73 ELL 4- and 5-year-old children. There were significant differences between the two groups in overall standard scores, with EL1 students performing significantly better than ELL students. In contrast, demographic factors of grade, gender and maternal education were not related to PPVT-III standard scores. A Mantel-Haenszel Differential Item Functioning (DIF) analysis provided a detailed picture of how individual test items functioned psychometrically in the two language groups. This analysis showed limited indications of DIF in the first 168 items of the PPVT-III, suggesting minimal test bias on the PPVT-III. Further analyses examined teachability of items, that is, how easily words can be taught, and the semantic categories of items, that is, parts of speech such as verbs, nouns and adjectives. These further analyses showed that the mean proportion of correct scores for all types of words was significantly different for EL1 and ELL children. Based on these detailed analyses it was concluded that differences in PPVT-III standard scores for EL1 and ELL 4- and 5-year-old children were not due to test bias, nor were they due to specific item properties. The mean differences observed between EL1 and ELL children were thus taken to reflect item impact, a difference in overall receptive vocabulary. In addition to establishing the utility of the PPVT-III for linguistically diverse kindergarten children this study also provides a descriptive picture of how EL1 and ELL children show variation across different types of word learning.

In order to evaluate the appropriateness of a standardized vocabulary measure for linguistically diverse kindergarten children this study examined response patterns of young Canadian children using the Peabody Picture Vocabulary Test –Third Edition (PPVT-III, Dunn & Dunn, 1997). Questions have been asked about whether the PPVT-III is an appropriate measure to use with young English Language Learners (ELL) because items may be culturally or linguistically biased. Further, it is of both psychometric and educational relevance to understand measurement of English vocabulary acquisition among young English First Language (EL1) and English Language Learner (ELL) children. PPVT-III scores were compared in two language groups – 52 EL1 and 73 ELL 4- and 5-year-old children. There were significant differences between the two groups in overall standard scores, with EL1 students performing significantly better than ELL students. In contrast, demographic factors of grade, gender and maternal education were not related to PPVT-III standard scores. A Mantel-Haenszel Differential Item Functioning (DIF) analysis provided a detailed picture of how individual test items functioned psychometrically in the two language groups. This analysis showed limited indications of DIF in the first 168 items of the PPVT-III, suggesting minimal test bias on the PPVT-III. Further analyses examined teachability of items, that is, how easily words can be taught, and the semantic categories of items, that is, parts of speech such as verbs, nouns and adjectives. These further analyses showed that the mean proportion of correct scores for all types of words was significantly different for EL1 and ELL children. Based on these detailed analyses it was concluded that differences in PPVT-III standard scores for EL1 and ELL 4- and 5-year-old children were not due to test bias, nor were they due to specific item properties. The mean differences observed between EL1 and ELL children were thus taken to reflect item impact, a difference in overall receptive vocabulary. In addition to establishing the utility of the PPVT-III for linguistically diverse kindergarten children this study also provides a descriptive picture of how EL1 and ELL children show variation across different types of word learning.

This study investigated the influence of tablet technology on student motivation and engagement for online reading. An ethnographic approach was utilized to examine the case studies of six grade 8 students including three proficient and three struggling readers. In addition to motivation and engagement, their thought processes while conducting online research using an iPad was explored. Several research techniques were employed including participant observation, standardized reading comprehension tests, questionnaires, and participant interviews. The results revealed a significant increase in motivation for reading by the three proficient readers. Results also revealed an increase of two grade levels in reading comprehension for two of the struggling readers. Several findings about students' metacognitive strategies while reading and researching online along with factors affecting motivation and engagement were also explored. These results have the potential to inform classroom literacy instruction and teacher education programs in this rapidly evolving digital age.

This study investigated the influence of tablet technology on student motivation and engagement for online reading. An ethnographic approach was utilized to examine the case studies of six grade 8 students including three proficient and three struggling readers. In addition to motivation and engagement, their thought processes while conducting online research using an iPad was explored. Several research techniques were employed including participant observation, standardized reading comprehension tests, questionnaires, and participant interviews. The results revealed a significant increase in motivation for reading by the three proficient readers. Results also revealed an increase of two grade levels in reading comprehension for two of the struggling readers. Several findings about students' metacognitive strategies while reading and researching online along with factors affecting motivation and engagement were also explored. These results have the potential to inform classroom literacy instruction and teacher education programs in this rapidly evolving digital age.

The current study examined the experiences of adolescents considered to be at-risk for academic underachievement in an after-school reading intervention program (called the Vocabulary Learning Project, or VLP), with the goal of identifying the individual and social contextual factors that influence their engagement in the literacy intervention. One-on-one semi-structured interviews were conducted with 29 adolescent participants post-intervention to gain their personal insights on relevant contextual experiences, resulting in the identification of key factors that are associated with student engagement at the behavioral, affective and cognitive levels. The findings from this study serve as an important indicator of some of the multiple influences on the literacy engagement of at-risk adolescents. This has implications for the design of future interventions developed for the purpose of improving the academic achievement, and ultimately the economic and personal advancement, of adolescents living in urban, marginalized settings.

The current study examined the experiences of adolescents considered to be at-risk for academic underachievement in an after-school reading intervention program (called the Vocabulary Learning Project, or VLP), with the goal of identifying the individual and social contextual factors that influence their engagement in the literacy intervention. One-on-one semi-structured interviews were conducted with 29 adolescent participants post-intervention to gain their personal insights on relevant contextual experiences, resulting in the identification of key factors that are associated with student engagement at the behavioral, affective and cognitive levels. The findings from this study serve as an important indicator of some of the multiple influences on the literacy engagement of at-risk adolescents. This has implications for the design of future interventions developed for the purpose of improving the academic achievement, and ultimately the economic and personal advancement, of adolescents living in urban, marginalized settings.

Scholars suggest that when students use information and communication technology to complete and present identity texts about their own cultural background, such as self-authored literature, artwork, and multi-media texts, they learn about themselves and others and they can improve literacy skills and proficiency with technology (Chow & Cummins, 2003; Cummins, 2006). In this exploratory case study five middle-school students attending a diverse inner city school, and each representing a different demographic, were asked to complete an identity text project. In question was whether they would consume or critically deconstruct the negative hegemonic discourses they might encounter in the process. Results indicated that student response to these discourses was inconsistent, that students minoritized as black were especially vulnerable to them, and that student-led constructivist projects like this should be preceded by effective inclusive schooling and media literacy pedagogy to help ensure student engagement with multi-literacies is enhanced as intended.

Scholars suggest that when students use information and communication technology to complete and present identity texts about their own cultural background, such as self-authored literature, artwork, and multi-media texts, they learn about themselves and others and they can improve literacy skills and proficiency with technology (Chow & Cummins, 2003; Cummins, 2006). In this exploratory case study five middle-school students attending a diverse inner city school, and each representing a different demographic, were asked to complete an identity text project. In question was whether they would consume or critically deconstruct the negative hegemonic discourses they might encounter in the process. Results indicated that student response to these discourses was inconsistent, that students minoritized as black were especially vulnerable to them, and that student-led constructivist projects like this should be preceded by effective inclusive schooling and media literacy pedagogy to help ensure student engagement with multi-literacies is enhanced as intended.

The present study investigated variability in the remedial outcomes of 105 adolescents with reading disabilities who participated in PHAST PACES, a research-based reading intervention with a strong attributional retraining focus. The study focussed on the impact of three conative functions—intrinsic motivation, attributions, and effortful control—and their relationships with reading skill and reading growth. It was hypothesized that, following PHAST PACES, students would demonstrate improvement on reading outcomes, increased intrinsic motivation for reading, a shift from maladaptive to adaptive attributions, and improved effortful control. Students demonstrated significant gains on reading and effortful control measures following PHAST PACES intervention. The intrinsic motivation and attributional profiles of students did not improve. Students who performed best on reading measures at pre- and post-test made attributions of success to ability and avoided attributions of failure to ability, while reporting high perceived competence for reading, and demonstrating good effortful control.

The present study investigated variability in the remedial outcomes of 105 adolescents with reading disabilities who participated in PHAST PACES, a research-based reading intervention with a strong attributional retraining focus. The study focussed on the impact of three conative functions—intrinsic motivation, attributions, and effortful control—and their relationships with reading skill and reading growth. It was hypothesized that, following PHAST PACES, students would demonstrate improvement on reading outcomes, increased intrinsic motivation for reading, a shift from maladaptive to adaptive attributions, and improved effortful control. Students demonstrated significant gains on reading and effortful control measures following PHAST PACES intervention. The intrinsic motivation and attributional profiles of students did not improve. Students who performed best on reading measures at pre- and post-test made attributions of success to ability and avoided attributions of failure to ability, while reporting high perceived competence for reading, and demonstrating good effortful control.