Mahoning County Educational Service Center

ABSTRACT Research Findings: We examined the amount of preschool lead/assistant teachers’ English/Spanish language use and relations between quality of teacher-child interactions, and Dual Language Learners’ (DLLs) English/Spanish bilingual vocabulary in 31 English-medium Head Start classrooms. Measures in this study included (a) children’s conceptual English/Spanish bilingual receptive and expressive vocabulary, (b) classroom quality via systematic observation, (c) video coding of the amount of utterances of teacher Spanish use in classrooms, and (d) a set of child- and teacher-level covariates. Results showed that Spanish was used much less than English by both teachers and DLLs. DLLs spoke more Spanish than teachers and directed most Spanish to peers. For high levels of Emotional Support, teachers’ Spanish use was significantly negatively associated with English/Spanish bilingual expressive and receptive vocabulary. For low levels of Emotional Support and high levels of Instructional Support, higher amounts of teachers’ Spanish use were significantly positively associated with higher levels of children’s English/Spanish bilingual expressive and receptive vocabulary. Practice or Policy: Emotionally-supportive practices may enable monolingual teachers to facilitate their DLLs’ learning through creatingrelationships that may counteract strain from language barriers. Spanish instruction provides asupportive effect for DLLs and may contribute to closing English language andliteracy disparities between DLLs and English-speaking peers.

Abstract Previous studies have established that the LD/G population has educational needs that cross over between gifted education and special education. This study reinforces those findings and furthers understanding of the physiological basis of the LD/G condition through the use of brain imaging and vision testing for hyperacuity and contrast sensitivity. Results from these latter techniques suggest that the interaction of high ability and learning disability results in brain and vision patterns unique to the LD/G group.

The number of partnerships between businesses and schools is increasing rapidly. They are expanding into other areas besides the traditional vocational area and they are addressing the current issues of school reform. The frequency of pre-college level partnerships is increasing and reaching even preschool students as business is finding that early intervention for future employees is most productive. Businesses, schools, and communities have been shown to benefit from partnerships. Strong community support develops when employees of local businesses are involved in the schools. Business and school employees alike have enhanced morale when the community places priority on education. Through partnerships, industry has a hand in training future employees, schools receive timely knowledge about the skills necessary for entry level employees, and students receive relevant schooling for chosen careers. For a partnership to be successful, it must reflect the needs of all partners, have an organizational structure in which all partners have a voice, and share mutual goals. Activities which are the result of these goals must be monitored and evaluated both formatively (to modify activities in progress) and summatively (to plan goals and activities for future years). Successful partnerships often start small with a single school or project. When the short term goals are met, the project can then be expanded. Open communications, trust, and rapport are suggested as the most important factors in successful partnerships

Recent literature has emphasized the prevalence of reactive depression among school-aged populations. To date, there has been a relative absence of empirical demonstrations which may contribute to teachers' resources in working with this population. The present investigation evaluates the impact of a social skills training package including modeling, behavior rehearsal, feedback, and contingent reinforcement on the interpersonal responses of three depressed youth. A multiple baseline analysis demonstrates that changes in specific responses are associated with the introduction of treatment in those areas. Natural environment assessments reveal that performance gains generalized to self-contained classrooms. Maintenance data are mixed. These findings are discussed with reference to future applied research and training priorities.

The role of infant temperament in the development of learning disabilities was at issue. As infants, boys with severe learning disabilities were found to be (1) lower in activity level, (2) more irregular, (3) less approaching, and (4) more negative in mood than "normal" boys. Discussion centered around conceptualizing learning disabilities as the outcome of a developmental process. Thus patterns of early parent-infant interaction are established, based in part upon the infant's temperament, that may evolve into a learning disability.