Douglas B Petersen

22 posts

Douglas B Petersen banner
Douglas B Petersen

Douglas B Petersen

@DougBPetersen

Professor, Maggie and Dick Scarlett Endowed Chair in Speech-Language Pathology, affiliate professor in Literacy Education at the University of Wyoming.

Laramie, WY Katılım Şubat 2019
114 Takip Edilen164 Takipçiler
Kareem J. Weaver
Kareem J. Weaver@KJWinEducation·
Phonics: there's a lot of energy warning vs too much phonics bc it'll be boring. Knowing the reality in schools, interviewed people who own tutoring services, and worked in adult and youth prisons... too much systematic phonics is the very very very last thing I'm worried about.
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trinastoolbox
trinastoolbox@TrinaDSpencer2·
@DougBPetersen and I got to train in Sydney to the most amazing group of #StoryChamps early adopters. @jdtdobson has the coolest job. Thanks for spreading into Australian classrooms!
James Dobson@jdtdobson

Great spending a day hearing from Doug & @TrinaDSpencer2 about #StoryChamps and how it can be used to develop all children's oral language skills (& reading & writing too). Excited to get it happening in my classroom!

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Vivien Wong
Vivien Wong@vivienhywong·
Poor comprehenders are often missed in the classroom, even those who would meet the criteria for DLD. It’s important to measure oral language skills, not just reading! #SPAconf
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trinastoolbox
trinastoolbox@TrinaDSpencer2·
@DougBPetersen shared with the #SPAconf #SPA2023 crowd our DYMOND (dynamic assessment of oral narrative discourse) that yields >90% sensitivity and specificity for identifying language disability.
trinastoolbox tweet mediatrinastoolbox tweet mediatrinastoolbox tweet media
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Douglas B Petersen
Douglas B Petersen@DougBPetersen·
@mandercorn Students in the no-treatment control group received business as usual from their classroom teachers, and then after the study received the intervention.
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Mark Anderson
Mark Anderson@mandercorn·
"Results indicated that students who received Story Champs instruction had significantly higher scores across all outcomes compared to the students in the alternate-treatment and in the no-treatment control groups." tandfonline.com/doi/full/10.10…
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Douglas B Petersen
Douglas B Petersen@DougBPetersen·
@TrinaDSpencer2 I do too. But I do want to point out that we can learn new knowledge from reading also. So background knowledge is not exclusively responsible for comprehension.
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trinastoolbox
trinastoolbox@TrinaDSpencer2·
My research with @TIDAL_Lab is based on this simple truth...listening comprehension and reading comprehension are causally linked. More research is always needed, of course. Thanks @tiffanyphogan for putting together this thread so others can get their much needed info easily.
Tiffany Hogan@tiffanyphogan

In light of recent discussions on the Simple View of Reading, oral lang, listening comp, and reading comp, this thread highlights recent research in these areas. Did you know @usedgov spent 100+ million to fund research on comprehension in children? ies.ed.gov/ncer/projects/… 1/20

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Douglas B Petersen
Douglas B Petersen@DougBPetersen·
@TrinaDSpencer2 @angelrabanas @tiffanyphogan But (laughing), if oral language is not causally related to reading comprehension, you could teach me something through oral language intervention, and then when I read it, I will no longer understand it because it is in writing? This is a ridiculous conversation.
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Douglas B Petersen
Douglas B Petersen@DougBPetersen·
What I was apparently unaware of is that all of the hundreds of audio books that I have listened to over the years were not actually comprehensible. I had no idea that I wasn’t supposed to understand them because the language was originally expressed in written form.
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Keşfet

@BethNetherland @TrinaDSpencer2 @KJWinEducation @jdtdobson @Anna_S_Gellert @Emily_EAL @mandercorn @tiffanyphogan