The purpose of this quasi-experimental, mixed-methods study was to address the gap in understanding regarding second language (L2) comprehension of stories by using a taxonomical approach based on Anderson and Krathwohl's (2001) revised taxonomy that includes multiple levels of cognitive processing to provide insight into L2 learners' depth of…

The two studies examined in this paper compare the different mathematical opportunities provided in preschool classrooms in China, Japan, and the United States, with an emphasis on mathematical-themed books in classroom libraries. Study one presents the results of an online survey to examining the content of preschool classroom libraries in China…

This study examined the rate at which English vocabulary was acquired from the 3 input modes of reading, reading-while-listening, and listening to stories. It selected 3 sets of 28 words within 4 frequency bands and administered 2 test types immediately after the reading and listening treatments, 1 week later and 3 months later. The results showed…

This study examined the effects of adding perspective sentences to Social Stories[TM] on improving the adaptive behaviors of students with autism spectrum disorders (ASD) and related disabilities. In Study 1, two students with ASD read two different types of Social Stories: Social Story without perspective sentences (SS without PS) and Social…

The hypothesis that high critical thinkers, who rely on plausibility estimates, would be more accurate in rejecting inappropriate inferences than low critical thinkers, who rely on direct matching, was investigated. The supposition that high critical thinkers would suffer more often from a failure to differentiate appropriate inferences from…

Part of a series entitled "Traditional Literature and Folklore in Library and Storytelling Programs," this annotated bibliography was produced by graduate students in the Traditional Literature and Oral Narration class at the University of Hawaii at Manoa. The bibliography is designed to provide librarians and teachers with information…

Hearing stories can result in considerable incidental vocabulary development, for both first and second language acquisition (e.g. Elley 1992; Robbins and Ehri 1994; Senechal, LeFevre, Hudson and Lawson 1996). It has also been claimed, however, that direct instruction is more effective than incidental vocabulary acquisition and that combining both…