The impact of the introduction of bilingual learning on sixth grade educational achievement levels.

Bilingualism was implemented in the Community of Madrid (Spain) more than ten years ago, through the incorporation of the English language in the teaching methods of certain schools. Since that time, various research projects have been carried out, with the objective of comparing the academic performance of students in bilingual schools with those in non-bilingual schools. The present paper makes use of primary education data from the Department of Education and Research for the Community of Madrid in an effort to analyze whether or not bilingualism results in the relative improvement of educational outcomes achieved in primary schools in the Region of Madrid, in Spain. More specifically, the data used is from sixth grade classrooms, given that, generally speaking, in this grade all schools give a standardized test which measures academic performance in Math, Science and Technology, Spanish Language Arts and English Language Arts. Our assessment makes use of a multinomial logit model, and includes the most common variables found in the research on the determination of educational outcomes (variables related to whether or not schools are bilingual, which is the main focus of this paper), as well as other less common variables considered to be relevant. These include absenteeism, satisfaction levels among families and students, and the percentage of students in second chance programs. The results show that bilingualism does not lower children performance in the subjects taught in English or in the subjects taught in Spanish. Academic performance in Mathematics, Science and Technology, and Spanish Language Arts is similar with respect to those schools which are not bilingual. However, results in English are significantly higher in bilingual schools when compared to non-bilingual schools.

Crime and Inequality in Academic Achievement Across School Districts in the United States.

This study investigates the effect of violent crime on school district-level achievement in English language arts (ELA) and mathematics. The research design exploits variation in achievement and violent crime across 813 school districts in the United States and seven birth cohorts of children born between 1996 and 2002. The identification strategy leverages exogenous shocks to crime rates arising from the availability of federal funds to hire police officers in the local police departments where the school districts operate. Results show that children who entered the school system when the violent crime rate in their school districts was lower score higher in ELA by the end of eighth grade, relative to children attending schools in the same district but who entered the school system when the violent crime rate was higher. A 10% decline in the violent crime rate experienced at ages 0-6 raises eighth-grade ELA achievement in the district by 0.03 standard deviations. Models that estimate effects by race and gender show larger impacts among Black children and boys. The district-wide effect on mathematics achievement is smaller and statistically nonsignificant. These findings extend our understanding of the geography of educational opportunity in the United States and reinforce the idea that understanding inequalities in academic achievement requires evidence on what happens inside as well as outside schools.

Predicting international students' clinical and academic grades using two language tests (IELTS and C-test): A correlational research study.

Academic English tests are used to ascertain if international English as a Second Language nursing students have sufficient language skills to commence their nursing degrees, and later, if they have sufficient English for nursing registration. However, an academic English test may not be appropriate for clinical contexts. This study examines the relationship between two types of English test and the performance of forty-nine undergraduate international nursing students in both their first year of theory-centred academic topics and practice-centred clinical topics. An academic English test, called the International English Language Testing System (IELTS), and a general English proficiency/processing speed test using a variation of the cloze-test (C-test) format were administered at the commencement of the students' course of study. At the end of one year, grade percentages were collected. It was found that both the IELTS test and the C-test were significantly correlated to both types of topic, albeit with different patterns. The two English tests were also tested for similarities in the constructs they measured, with a significant overlap found. The implications are to rethink the way English tests are applied to entry in university degrees involving a clinical component and, by extension, to direct universities to rethink how nursing students are supported during their degree. The question is also raised about the practice of using academic English tests for professional nursing registration purposes. The benefits of the two testing approaches are also considered, particularly the large differences in monetary outlay and time found between the two tests, given their performance in explaining the variance in grade outcomes.

Perspectiva de las prácticas de atención temprana centradas en la familia desde la logopedia / Speech pathologist perspective in family centered practices

En España, en los últimos años, la atención temprana está viviendo un proceso de transformación. Se empiezan a conocer experiencias que van haciendo la transición desde un modelo de intervención ambulatorio, clínico, centrado fundamentalmente en el niño, a uno más social, en el cual la familia y el entorno cobran especial relevancia y protagonismo. En este proceso de cambio los logopedas tienen un papel relevante. Por un lado, por el mero hecho de ser parte integrante de los equipos de intervención. Por otro, por ser los responsables de velar por el desarrollo de capacidades fundamentales en la evolución del niño como son la comunicación, el habla y el lenguaje. Por este motivo es necesario llevar a cabo una reflexión acerca de cómo se está produciendo esta transformación de los servicios, lo que implica y cómo debe ser asumida por los logopedas. En este artículo se delimita el concepto de prácticas centradas en la familia en atención temprana, se repasan los elementos clave que las han impulsado desde su aparición, así como los componentes que las caracterizan y diferencian de otras prácticas que también pueden incluir la participación familiar. A partir de todo ello, se resalta la importancia del logopeda en los equipos transdisciplinares de atención temprana que han de desarrollar las prácticas centradas en la familia (AU)

In Spain, in recent years, early intervention is undergoing a process of transformation. Experiences begin to be known that are making the transition from a model of outpatient intervention, clinical, focused primarily on the child; towards one more social, where the family and the environment are particularly relevant and prominent. In this process of change, speech therapists play an important role. On the one hand, by the mere fact of being an integral part of the intervention teams. On the other, being responsible for ensuring the development of core competencies in the development of the child as is communication, speech and language. It is therefore necessary to carry out a reflection on how this transformation is occurring in services, what it means, and how it should be assumed by speech therapists. This article defines the concept of family-centered in Early Care Practices, outlines the key elements that have driven it since its inception, and it also reviews components that characterize and differentiate it from other practices that may also include family involvement. From all this, the importance of the speech therapist in transdisciplinary early intervention teams, where they must develop family-centered practices, is highlighted (AU)

Trabajando las habilidades de comunicación con las familias / Working on communication skills with families

No disponible

Área cerebral del lenguaje: una reconsideración funcional / The language area of the brain: a functional reassessment

Introducción. Hacia finales del siglo xix y comienzos del siglo xx, y basándose en observaciones clínicas, se propuso que existe un ‘área del lenguaje’ en el cerebro que corresponde, en general, a la región perisilviana del hemisferio izquierdo. Tal idea ha continuado existiendo desde entonces. Objetivo. Partiendo de los estudios contemporáneos de imágenes cerebrales, reanalizar la localización y extensión del área del lenguaje con relación a las diferentes áreas de Brodmann. Materiales y métodos. Utilizando la metodología conocida como metaanalytic connectivity modeling, se revisan varios estudios metaanalíticos en los cuales se analizan las imágenes de resonancia magnética funcional durante la realización de tareas lingüísticas. Resultados. Se encontró que existen dos sistemas lingüísticos diferentes en el cerebro: un sistema léxico/semántico, relacionado con el área de Wernicke, y que incluye un área de Wernicke central (reconocimiento de palabras) y un área de Wernicke extendida (asociaciones lingüísticas); y un sistema gramatical, dependiente del complejo de Broca (producción del lenguaje y gramática), en el lóbulo frontal, y que se extiende subcorticalmente. Se propone también que la ínsula desempeña un papel de coordinación de estos dos sistemas lingüísticos cerebrales. Conclusión. Los estudios contemporáneos de neuroimagen sugieren que el área del lenguaje en el cerebro es notoriamente más amplia de lo que se supuso hace un siglo basándose en observaciones clínicas. Tal como se consideraba durante el siglo xix, la ínsula parece desempeñar un papel crítico en el lenguaje (AU)

Introduction. During the late 19th and early 20th century, a ‘brain language area’ was proposed corresponding to the periSylvian region of the left hemisphere as concluded by clinical observations. This point of view has continued up today. Aim. Departing from contemporary neuroimaging studies, to re-analyze the location and extension the brain language area with regard to the different Brodmann areas. Materials and methods. Using the method known as metaanalytic connectivity modeling seven meta-analytic studies of fMRI activity during the performance of different language tasks are analyzed. Results. It was observed that two major brain systems can be distinguished: lexical/semantic, related with the Wernicke’s area, that includes a core Wernicke’s area (recognition of words) and an extended Wernicke’s area (word associations); and grammatical system (language production and grammar) corresponding to the Broca’s complex in the frontal lobe, and extending subcortically It is proposed that the insula plays a coordinating role in interconnecting these two brain language systems. Conclusions. Contemporary neuroimaging studies suggest that the brain language are is notoriously more extended than it was assumed one century ago based on clinical observations. As it was assumed during the 19th century, the insula seemingly plays a critical role in language (AU)

La competencia comunicativa profesional en idioma inglés en estudiantes de Ciencias Médicas / English language professional communicative competence in students of Medical Sciences

En este artículo se expresan algunas consideraciones derivadas de la investigación que se desarrolló para atender las limitaciones manifestadas en el aprendizaje del idioma inglés en la formación de médicos generales en la carrera de Medicina de la Universidad de Ciencias Médicas de la provincia de Matanzas. Se valoraron los referentes universales que sirven de fundamento a la teoría y la práctica del perfeccionamiento del trabajo metodológico, sobre cuya base se sustenta, como aporte, una nueva concepción de trabajo metodológico para el desarrollo de la competencia comunicativa profesional en idioma inglés a través de la Educación en el Trabajo en la carrera de Medicina(AU)

The present research was developed by the need to overcome the limitations manifested in the learning of English as a foreign language in the education of general physicians in the Medicine Undergraduate Program at the Medical Sciences University in Matanzas. The universal referents that constitute the foundations of the theory and practice for the improvement of methodological work are valued, which contribute a new ground for the development of professional communicative competence in English Language through the concept of Education at Work(AU)

Reevaluación de la brecha del lenguaje receptivo-expresivo en individuos con síndrome de Down / A reexamination of the receptive-expressive language gap in individuals with Down syndrome

La investigación centrada en la brecha del lenguaje receptivo-expresivo en personas con síndrome de Down (SD) ha comprobado de modo consistente que las técnicas del lenguaje receptivo están más avanzadas que las del lenguaje expresivo. Aunque este estudio se ha limitado a los niños, se ha estimado que la relación entre las técnicas de los lenguajes receptivo y expresivo no varía a lo largo de la vida. La investigación actual se centra en la brecha del lenguaje receptivo-expresivo en adultos con SD. La primera fase del estudio utilizó una encuesta para explorar la dificultad percibida de las tareas de los lenguajes receptivo y expresivo en adultos con SD. Los hallazgos concluyeron que los adultos perciben más dificultad en las tareas del lenguaje receptivo (seguimiento de instrucciones) que en las del lenguaje expresivo (hablar con los demás en el trabajo). La segunda fase del estudio se diseñó como un seguimiento de los resultados de la encuesta, para explorar en mayor profundidad la brecha del lenguaje receptivo-expresivo en 10 adultos con SD. Se utilizaron pruebas de lenguaje formal, encuestas y entrevistas. Las pruebas formales indicaron que la relación entre las técnicas de los lenguajes receptivo y expresivo era más individualizada en los adultos. Los resultados de la encuesta y la entrevista indicaron que los participantes percibieron más dificultad en las técnicas receptivas que en las expresivas en los centros de trabajo y en la vida diaria. La discusión considera los motivos de la variación entre sujetos y las ramificaciones del PEI (Programa de educación individualizado) y de la planificación de la transición. La conclusión es que no puede conjeturarse que la brecha del lenguaje receptivo-expresivo es igual para las diferentes edades, y que existe una necesidad de evaluar individualmente las técnicas de los lenguajes receptivo y expresivo en todas las edades (AU)

Research that focuses on the expressive-receptive language gap in individuals with Down syndrome (DS) has consistently found that receptive language skills are more advanced than expressive language skills. Although this research has been limited to children, the assumption has been made that the relationship between receptive and expressive language skills does not change over the lifespan. The current research focuses on the receptive-expressive language gap in adults with DS. The first phase of the study used a survey to explore the perceived difficulty of receptive and expressive language tasks by adults with DS. Findings were that the adults perceive receptive language tasks (following instructions) to be more difficult than expressive language tasks (speaking to others at work). The second phase of the study was designed as a follow-up to the survey results to explore the receptive-expressive language gap in greater depth in ten adults with DS. Formal language testing, surveys and interviews were used. Formal testing indicated that the relationship between receptive and expressive language skills was more individualized in the adults. Survey and interview results indicated that participants perceived receptive skills to be more difficult than expressive skills in employment settings and daily living. Discussion considers reasons for the between subject variation and ramifications for IEP (Individualiized Eduation Program) and transition planning. Conclusion is that the assumption cannot be made that the receptive-expressive language gap is the same at different ages and that there is a need to individually assess receptive and expressive language skills at all ages (AU)

Datos normativos para respuestas a categorías semánticas en castellano en adultos jóvenes y mayores / Normative data for responses to Spanish semantic categories in younger and older adults

Para analizar procesos cognitivos como la atención, la memoria y el lenguaje, es conveniente disponer de datos normativos de categorías semánticas. Sin embargo, existe poca investigación relacionada con la normalización de categorías en castellano en personas mayores, así como con las diferencias asociadas al proceso de envejecimiento en la producción de respuestas categoriales. El objetivo principal de este estudio consistió en recopilar en el mismo contexto temporal y sociocultural respuestas a 20 categorías semánticas en 285 adultos jóvenes y 272 personas mayores, quienes generaron el mayor número posible de respuestas en 30 segundos por categoría. Se calculó, para cada categoría, la frecuencia total y la media de producción de respuestas, el número de ejemplares diferentes producidos y el índice de semejanza entre las respuestas. Además, para cada ejemplar producido, se calculó para la muestra total y para cada grupo de edad el número de veces que se produjo cada ejemplar en total así como el primero de su categoría, y la medida en que ese ejemplar fue producido entre los primeros de su categoría. En la media de producción se encontraron diferencias significativas entre los adultos jóvenes y mayores en 15 categorías, con los jóvenes con una media superior en 11 categorías y las personas mayores en 4 categorías, diferencias que ponen de manifiesto la necesidad de utilizar datos normativos adecuados a cada grupo de edad. Este conjunto de normas categoriales está accesible en formato electrónico en la página de la revista y constituye un instrumento de trabajo válido para investigadores de distintos ámbitos como la psicología, la lingüística y la neuropsicología (AU)

In order to analyze cognitive processes like attention, memory or language, normative data for semantic categories is convenient. However, there is little research on normalization of Spanish categories in older adults or on differences related to aging process in the production of Spanish categorical responses. The principal aim of this study was to obtain in the same temporal, social and cultural context, the responses producedto 20 semantic categories by 285 younger and 272 older adults, who generated as many responses as they could within 30 seconds per category. For each category, the total frequency and the mean number of responses produced, as well as the number of different exemplars and the similarity index of responses given, was calculated. In addition, for each exemplar produced, the total frequency as well as the number of times it was given first in its category was calculated for the entire sample and separately for younger and older adults. There were age related differences in the mean production of 15 categories, with higher means for younger adults in 11 categories, and higher means for older adults in 4 categories, differences that show that normative data appropriate to each age-group is needed. These category-norms are available at the journal web site and might constitute a valid tool for researchersin various fields such as psychology, linguistics, andneuropsychology (AU)

Predictive validity of the classroom strategies scale-observer form on statewide testing scores: an initial investigation.

The present study examined the validity of a teacher observation measure, the Classroom Strategies Scale--Observer Form (CSS), as a predictor of student performance on statewide tests of mathematics and English language arts. The CSS is a teacher practice observational measure that assesses evidence-based instructional and behavioral management practices in elementary school. A series of two-level hierarchical generalized linear models were fitted to data of a sample of 662 third- through fifth-grade students to assess whether CSS Part 2 Instructional Strategy and Behavioral Management Strategy scale discrepancy scores (i.e., ∑ |recommended frequency--frequency ratings|) predicted statewide mathematics and English language arts proficiency scores when percentage of minority students in schools was controlled. Results indicated that the Instructional Strategy scale discrepancy scores significantly predicted mathematics and English language arts proficiency scores: Relatively larger discrepancies on observer ratings of what teachers did versus what should have been done were associated with lower proficiency scores. Results offer initial evidence of the predictive validity of the CSS Part 2 Instructional Strategy discrepancy scores on student academic outcomes.

Identificación y clasificación de alumnado con Trastorno Específico del Lenguaje / Identification and classification of pupils with Specific Language Impairment

En la presente investigación nos hemos propuesto un doble objetivo. En primer lugar, reconocer aquellos instrumentos que ayuden a identificar y diferenciar con mayor precisión niños con desarrollo típico y niños con Trastorno Específico del Lenguaje (TEL) y, en segundo lugar, establecer cuáles son las características subyacentes más relevantes que nos permiten agrupar a los niños con TEL en diferentes subtipos. La muestra estuvo compuesta por 33 alumnos diagnosticados con TEL y 20 niños sin problemas de lenguaje. Los niños cursaban desde el último año de Educación Infantil (5 años) hasta 5.° de Primaria (11 años). Los resultados indicaron, por un lado, que el CELF-3 es la prueba que nos permite un mejor diagnóstico del TEL, y, por otro lado, se establecieron 2 grandes subtipos de TEL: el fonológico-sintáctico y el léxico-sintáctico (AU)

[DeCS terminology and the new rules on orthography of Portuguese language: guidelines for an update]. / Terminologia DeCS e as novas regras ortográficas da língua portuguesa: orientações para uma atualização.

PURPOSE: To indicate orthographic changes to be used as a basic reference for professionals, researchers, doctors, teachers, students and users, which are directly linked and performing activities in health services in general, aimed at implementing the correct orthography in recovery and production of their scientific studies. METHODS: For data collection, were shown some examples of terminology DeCS (Descriptors in Health Science) analyzed according to the current spelling and compared with the Orthographic Vocabulary of Portuguese Language (VOLP). RESULTS: It was select and listed examples of key words and/or terms related to Health Sciences, which was compared to the respective rules of the Orthographic Agreement of Portuguese Language, and divided into three items: graphical accentuation, the non use of dieresis and exceptions and, the use of hyphen. CONCLUSION: This study show some guidelines for the orthographic alterations of the terms used by scientific community, according the new orthographic rules, contributing for the efficiency in the description of the documents and consequently in their recovery.

Terminologia DeCS e as novas regras ortográficas da língua portuguesa: orientações para uma atualização / DeCS terminology and the new rules on orthography of Portuguese language: guidelines for an update

OBJETIVO: Destacar as mudanças ortográficas a serem utilizadas como referencial básico por profissionais, pesquisadores, médicos, professores, alunos e usuários, que estão diretamente vinculados e exercendo atividades nos serviços de saúde em geral, visando à aplicação da ortografia correta na recuperação e produção de seus trabalhos científicos. MÉTODOS: Para a coleta dos dados, foram mostrados alguns exemplos de termos DeCS (Descritores em Ciências da Saúde), analisados conforme a ortografia vigente e comparados com o Vocabulário Ortográfico da Língua Portuguesa (VOLP). RESULTADOS: Foram selecionados e listados exemplos de descritores e/ou termos relacionados às Ciências da Saúde, os quais foram comparados com as respectivas regras do Acordo Ortográfico da Língua Portuguesa e divididos em três itens: acentuação gráfica, o não uso do trema e suas exceções e o uso ou não do hífen. CONCLUSÃO: Este estudo indica algumas diretrizes para as alterações dos descritores de acordo com a Nova Ortografia da Língua Portuguesa, contribuindo para a eficiência na descrição dos conteúdos dos documentos e na sua recuperação.

PURPOSE: To indicate orthographic changes to be used as a basic reference for professionals, researchers, doctors, teachers, students and users, which are directly linked and performing activities in health services in general, aimed at implementing the correct orthography in recovery and production of their scientific studies. METHODS: For data collection, were shown some examples of terminology DeCS (Descriptors in Health Science) analyzed according to the current spelling and compared with the Orthographic Vocabulary of Portuguese Language (VOLP). RESULTS: It was select and listed examples of key words and/or terms related to Health Sciences, which was compared to the respective rules of the Orthographic Agreement of Portuguese Language, and divided into three items: graphical accentuation, the non use of dieresis and exceptions and, the use of hyphen. CONCLUSION: This study show some guidelines for the orthographic alterations of the terms used by scientific community, according the new orthographic rules, contributing for the efficiency in the description of the documents and consequently in their recovery.