Teaching students to generate questions to monitor their reading comprehension is an evidence-based practice demonstrated to be effective across grade levels for students with and without disabilities. As self-questioning is a complex skill, many students can benefit from additional instructional supports, especially when they are first learning…

With the increase in the identification of autism spectrum disorder (ASD) in children, there is a need for teachers and coaches to have a tool box of effective strategies to facilitate physical activities for their students with ASD. Physical activity has been shown to provide numerous benefits, such as improved resilience and enhanced positive…

Purpose: This study presents results from a pilot intervention that integrated self-regulation through reflection and goal setting with automated writing evaluation (AWE) technology to improve students' writing outcomes. Methods: We employed a single-group pretest-posttest design. All students in Grades 5-8 (N = 56) from one urban, all female,…

We examine the second language (L2) acquisition of variable Spanish word order by first language (L1) speakers of English via the acquisition of unaccusative and transitive predicates in various focus-related contexts. We employ two bimodal linguistic tasks: (1) acceptability judgment task (B-AJT) and (2) appropriateness preference task (B-APT).…

Despite evidence on the interaction between cognitive individual differences (IDs) and task complexity, our knowledge of how affective IDs, such as foreign language enjoyment (FLE), interact with task complexity and other factors is limited. Since tasks and activities were found by Dewaele and MacIntyre (2014) to be most relevant to FLE, and since…

The present study investigates whether training second language pronunciation with tactile cues facilitates the production of non-native sounds involving accessible articulatory features. In a between-subjects experiment with a pretest-training-posttest design, 50 Turkish learners of English received audiovisual training on a set of target words…

We investigated writing performance and knowledge of writing before and after a persuasive writing intervention for ethnically diverse elementary school students in a low socio-economic community in Aotearoa/New Zealand (NZ). We used a one-group pre-post design. The participants (n = 24) were year 5 and 6 students (ages 9-11) from the same…

Research has suggested that the type and frequency of learning strategies employed by successful listeners is greater than their less successful counterparts. Based on evidence that metacognitive strategies (e.g. listening-for-gist; inferring meaning) are more effective than cognitive ones (e.g. word-for-word translation), this study sought to…

Previous work suggests that adolescents are still refining acoustic-phonetic cue use in clear-speech perception. This study shows adolescents' immature perception of reduced speech, in which speech sounds are naturally deleted and merged within and across words. German adults and 16-year-olds listened to either German reduced or unreduced (few or…

Adaptive learning and personalization have long been of great interest to learning designers and educators, and recent technological advances that have opened up a range of new possibilities for adaptivity. However, we lack clear definitions of the terms adaptivity and personalization, and the theoretical and empirical soundness of implementations…

We explored whether performance differences exist between proficient and poor readers on implicit text information. Next, we explored whether indices of meta-cognitive monitoring predicted reading performance. Finally, we examined whether poor and proficient readers exhibited distinct meta-cognitive profiles with respect to reading comprehension…

One of the most compelling pieces of evidence for the presence of predictions in language comprehension comes from event-related potential (ERP) studies which show that encountering an adjective whose gender marking is inconsistent with that of a highly expectable noun leads to an effect at the adjective. Until now the mechanism underlying this…

Engineering design was integrated into K-12 science education in the "Next Generation Science Standards" (NGSS Lead States, 2013), but teaching design remains a challenge for educators. Design problems are ill-defined, ill-structured, and complex problem-solving tasks. Their solutions require creativity and recursive, metacognitive…

Interest has grown internationally in the concept of physical literacy [Dudley, D. 2015. "A Conceptual Model of Observed Physical Literacy." "The Physical Educator" 72: 236-260; Edwards, L., A. Bryant, R. Keegan, K. Morgan, and A. Jones. 2017. "Definitions, Foundations and Associations of Physical Literacy: A systematic…

Improving educators' abilities to recognize and respond to signals that indicate students are upset, confused, or disengaged is a powerful but often underused strategy for ensuring that all students are accessing rigorous learning. Research has shown that when adults respond to students' social and behavioral cues for help in a timely, proactive,…