Friday, September 13, 2019

Large print books benefits study

Large-print books may aid students' reading comprehension, according to a survey of 3-12th grade students, teachers and librarians by Project Tomorrow on behalf of Gale's Thorndike Press. The large-print books were found to improve reading abilities and students' attitudes about reading. Among the findings:
  • 61% of elementary school students said they remembered characters and plots better when reading large print books.
  • 48% of high school students said they read more outside of school after experiencing large print books.
  • Middle school students reported a 43% reduction in feelings of anxiety about reading when using the large print format.
Evans, J. (2019).  Advancing literacy through large print. independence, KY: Thorndike.

Tuesday, September 3, 2019

Information-Seeking Behavior Study

Children are more likely to look for answers to their questions online than to ask their parents, according to a survey of 15,226 people in 10 countries by Lenovo. Many parents also said they look online to help their children with homework assignments, most often in math. Globally, three-quarters of parents said their children would turn to the internet first. That was highest in India (89 percent) and China (85 percent) and lowest in Germany (54 percent).
https://news.lenovo.com/pressroom/press-releases/parents-no-longer-needed-for-homework-modern-generations-empowered-by-smart-devices/

Saturday, August 31, 2019

Reasons to Read Books

The World Economic Forum provides five research-based reasons why reading books is good for you:  longer life, more efficient knowledge gain, greater literacies, better vocabulary, better brain maintenance. For details, read https://www.weforum.org/agenda/2019/06/5-reasons-why-reading-books-is-good-for-you

Wednesday, August 28, 2019

SEL Efforts Report


Major meta-analyses examined the short- and long-term effects of universal, school-based SEL programs across 265 reports on student outcomes in six domains: social and emotional skills, attitudes toward self and others, positive social behavior, conduct problems, emotional distress, and academic performance. The report describes several SEL efforts and their impact. The researcher also gives advice for educators training SEL.
Weissberg, R. P. (2019). Promoting the social and emotional learning of millions of school children. Perspectives on Psychological Science, 14(1), 65-69.

Social-emotional competence


This research review found that SEL is important for healthy development, facilitates in the behavior change process, and predicts important adult life outcomes. SEL can be improved with feasible, cost-effective interventions. Researchers developed an intervention model that enhances SEL, starting in preschool. Curriculum should include interpersonal and interpersonal competence, risk reduction, resistance skills, and ways to improve school climate. 

Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social‐emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408-416.
https://onlinelibrary.wiley.com/doi/pdf/10.1111/cdev.12739?casa_token=7LbNAkzYw7wAAAAA:ougjl7guWCWKf6MsDWiCJYkmmHHB5cGzhCvZ3_UNVTyxKudoxRJDO7yboRub3XDbgBTlq6c3vYY2bQ8


Tuesday, August 27, 2019

Reading vs Listening Study

New evidence suggests that, to our brains, reading and hearing a story on an audiobook might not be so different. Researchers scanned the brains of nine participants while they read and listened to a series of tales from ‘The Moth Radio Hour.’ After analyzing how each word was processed in the cortex, they created brain maps, noting the different areas that helped interpret the meaning of each word. The stories stimulated the same cognitive and emotional areas, regardless of the medium.
Deniz, F. et al. (2019, Aug. 19). The representation of semantic information across human cerebral contex during listening versus reading is invariant to stimulus modality. Journal of Neuroscience, 

Friday, August 16, 2019

Belonging and Bullying Study

A study of 900 middle schoolers found that students who report having a sense of belonging both at home and school are less likely to engage in bullying. The results indicate that the more a student feels like they belong among their peers and family, the more likely they will feel like they belong at school. In addition, the more they feel like they belong within their school community, the less likely they were to report bullying behaviors. This indicates that parents might be able to play a proactive role in increasing their child’s sense of belonging at school by focusing on improving a sense of belonging in the family.
Slaten, C., Rose, C., & Ferguson, J. (2019).  Understanding the relationship between youths' belonging and bullying behaviour: An SEM Model.  Educational & Child Psychology, 36(2).
https://shop.bps.org.uk/publications/publications-by-subject/educational-child-psychology-vol-36-no-2-june-2019-school-belonging.html