grades 1 and 2: sort-recall task with organizational training (moely, et al., 1992) 16 cards (4 from...
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Grades 1 and 2:Sort-Recall Task with Organizational
Training (Moely, et al., 1992)
16 cards (4 from 4 categories)
Task Administration: Baseline: Trial 1 in Fall of Grade 1 Training in Sorting and Clustering:
Trial 2 in Fall of Grade 1 Generalizations: Trial 3 at in the Fall
of Grade 1, and all subsequent time points in Grade 1 (Winter and Spring) and Grade 2 (Fall, Winter and Spring)
Measures Free Recall Organizational Sorting and
Clustering ARC Scores
Sorting ARC Scores as a Function of Teacher Mnemonic Orientation
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Fall Baseline FallGeneralization
Winter Spring
AR
C S
core
s
High Mnemonic Teacher
Low Mnemonic Teacher
Clustering ARC Scores as a Function of Teacher Mnemonic Orientation
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Fall Baseline FallGeneralization
Winter Spring
AR
C S
core
s
High Mnemonic Teacher
Low Mnemonic Teacher
What is the long-term impact of classroom instruction in the first grade on children’s developing
memory skills?
Impact of First-Grade Teacher Mnemonic Orientation on Sorting ARC Scores into Grade 2
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0
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AR
C S
co
res
High Mnemonic Teacher
Low Mnemonic Teacher
Fall Fall Winter Spring Fall Winter Spring Baseline Generalization-------------------------Grade 1 ---------------------------- -----------------Grade 2-----------------
Impact of First-Grade Teacher Mnemonic Orientation on Clustering ARC Scores into Grade 2
0
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AR
C S
co
res
High Mnemonic Teacher
Low Mnemonic Teacher
Fall Fall Winter Spring Fall Winter Spring Baseline Generalization-------------------------Grade 1 ---------------------------- -----------------Grade 2-----------------
How does the interplay between child-level variables and the
classroom context impact mnemonic development?
Considering the Interplay of Classroom and Child-Level Variables
Academic Achievement Median Split on Woodcock Johnson-III Broad Reading and Broad Math Standard
Scores to identify “higher” and “lower” achieving students.
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AR
C S
co
res
High Teacher, HighAchievement
High Teacher, LowAchievement
Low Teacher, HighAchievement
Low Teacher, LowAchievement
Fall Fall Winter Spring Fall Winter Baseline Generalization------------------------------- Grade 1 ------------------------------ ---------- Grade 2 ----------
What is the impact of the classroom context on children’s achievement
growth?
Children’s Math Subscale Scores as a Function of Grade 2 Classroom Context
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60
Grade 1 Grade 2
High Mnemonic Teacher
Low Mnemonic Teacher
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Grade 1 Grade 2
Math Calculation Math Fluency