Lee Branum‐Martin
Biographic Data
| ID | 5972517 |
|---|---|
| NAME | Lee Branum‐Martin |
| GIVEN NAMES | Lee |
| FAMILY NAME | Branum‐Martin |
| SIGNATURE | MARTIN L B |
| AFFILIATIONS | Georgia State University |
| ORCID | 0000-0003-0389-5121 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The impact of an instructional intervention on the science knowledge and academic language of middle-grade English as additional language (EAL) learners and their English proficient classmates
This waitlist control study assessed the effectiveness of an intervention to develop the science knowledge and academic language of English as an additional language (EAL) learners and their English proficient classmates. The intervention employed an inquiry approach to teaching science and evidence-based methods to support EAL learners. Over two years, nine schools participated in the study. The first year of the study was designed as a school-l…
Are cartoons pointless? Patterns of gesture and speech use in young children’s television programs in the U.S
Screen-based media serves as a prominent source of communicative input for children. However, earlier work focused primarily on content features of media programming, leaving content expression largely unexamined. In this study, we examined the relationship between content features (educational content, character type, character gender) and content expression (characters’ speech and gesture production) in 82 contemporary children’s television pro…
Assessing Early Writing in Preschool
Through the use of multiple early writing assessments and a theoretically aligned refined coding system, this study examined preschool children's early writing skills. A total of 496 preschool‐aged (3‐ to 5‐year‐old) children were assessed on writing tasks designed to measure their handwriting, spelling, writing concept, and composing skills. Multiple structural equation models were employed to examine how the writing tasks used to elicit childre…
The quality of teaching behaviors in learning environments of DHH students
Classrooms are complex learning environments, with instruction, climate, and teacher–student interactions playing important roles in students’ academic progress. To investigate the learning environments of deaf and hard-of-hearing (DHH) students, we developed a new observational tool called the Quality of the Learning Environment-DHH rating scale (QLE-DHH) and rated 98 teachers of DHH students being educated in a range of classroom environments. …
Zeal of the convert? Comparing religiousness between convert and nonconvert Muslims
The Relation Between Dialect Density and the Codevelopment of Writing and Reading in African American Children
The purpose of this longitudinal study was to examine the influence of spoken dialect density on writing and on the codevelopment of reading and writing in African American English-speaking (AAE) children from first through fifth grades. The sample included 869 students, ranging in age from 5.8 to 12.5 years. Results indicated that dialect density had a negative influence concurrently and longitudinally on reading and writing in AAE-speaking chil…
Language and Reading Progress of Young Deaf and Hard-of-Hearing Children
We examined the language and reading progress of 336 young DHH children in kindergarten, first and second grades. Trained assessors tested children’s language, reading, and spoken and fingerspelled phonological awareness in the fall and spring of the school year. Children were divided into groups based on their auditory access and classroom communication: a spoken-only group (n = 101), a sign-only group (n = 131), and a bimodal group (n = 104). O…
Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling
Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who were acquiring only spoken English (n = 101), those who were visual learners and acquiring sign (n = 131…
Prediction of English and Spanish kindergarten mathematics from English and Spanish cognitive and linguistic abilities in Hispanic dual language learners
Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children
Better understanding the mechanisms underlying developing literacy has promoted the development of more effective reading interventions for typically developing children. Such knowledge may facilitate effective instruction of deaf and hard-of-hearing (DHH) children. Hence, the current study examined the multivariate associations among phonological awareness, alphabetic knowledge, word reading, and vocabulary skills in DHH children who have audito…
Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children
Better understanding the mechanisms underlying developing literacy has promoted the development of more effective reading interventions for typically developing children. Such knowledge may facilitate effective instruction of deaf and hard-of-hearing (DHH) children. Hence, the current study examined the multivariate associations among phonological awareness, alphabetic knowledge, word reading, and vocabulary skills in DHH children who have audito…
Prediction of English and Spanish kindergarten mathematics from English and Spanish cognitive and linguistic abilities in Hispanic dual language learners
Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling
Better understanding of the mechanisms underlying early reading skills can lead to improved interventions. Hence, the purpose of this study was to examine multivariate associations among reading, language, spoken phonological awareness, and fingerspelling abilities for three groups of deaf and hard-of-hearing (DHH) beginning readers: those who were acquiring only spoken English (n = 101), those who were visual learners and acquiring sign (n = 131…
The Relation Between Dialect Density and the Codevelopment of Writing and Reading in African American Children
The purpose of this longitudinal study was to examine the influence of spoken dialect density on writing and on the codevelopment of reading and writing in African American English-speaking (AAE) children from first through fifth grades. The sample included 869 students, ranging in age from 5.8 to 12.5 years. Results indicated that dialect density had a negative influence concurrently and longitudinally on reading and writing in AAE-speaking chil…
Language and Reading Progress of Young Deaf and Hard-of-Hearing Children
We examined the language and reading progress of 336 young DHH children in kindergarten, first and second grades. Trained assessors tested children’s language, reading, and spoken and fingerspelled phonological awareness in the fall and spring of the school year. Children were divided into groups based on their auditory access and classroom communication: a spoken-only group (n = 101), a sign-only group (n = 131), and a bimodal group (n = 104). O…
Zeal of the convert? Comparing religiousness between convert and nonconvert Muslims
The quality of teaching behaviors in learning environments of DHH students
Classrooms are complex learning environments, with instruction, climate, and teacher–student interactions playing important roles in students’ academic progress. To investigate the learning environments of deaf and hard-of-hearing (DHH) students, we developed a new observational tool called the Quality of the Learning Environment-DHH rating scale (QLE-DHH) and rated 98 teachers of DHH students being educated in a range of classroom environments. …
Are cartoons pointless? Patterns of gesture and speech use in young children’s television programs in the U.S
Screen-based media serves as a prominent source of communicative input for children. However, earlier work focused primarily on content features of media programming, leaving content expression largely unexamined. In this study, we examined the relationship between content features (educational content, character type, character gender) and content expression (characters’ speech and gesture production) in 82 contemporary children’s television pro…
Assessing Early Writing in Preschool
Through the use of multiple early writing assessments and a theoretically aligned refined coding system, this study examined preschool children's early writing skills. A total of 496 preschool‐aged (3‐ to 5‐year‐old) children were assessed on writing tasks designed to measure their handwriting, spelling, writing concept, and composing skills. Multiple structural equation models were employed to examine how the writing tasks used to elicit childre…
The impact of an instructional intervention on the science knowledge and academic language of middle-grade English as additional language (EAL) learners and their English proficient classmates
This waitlist control study assessed the effectiveness of an intervention to develop the science knowledge and academic language of English as an additional language (EAL) learners and their English proficient classmates. The intervention employed an inquiry approach to teaching science and evidence-based methods to support EAL learners. Over two years, nine schools participated in the study. The first year of the study was designed as a school-l…
Psychology (10 works) · Reading and Literacy Development (7 works) · Developmental psychology (6 works) · Linguistics (6 works) · Phonological awareness (5 works) · Reading (process) (5 works) · Hearing Impairment and Communication (4 works) · Pedagogy (4 works) · Literacy (3 works) · Mathematics education (3 works)