Jeanne Sinclair
Biographic Data
| ID | 5972659 |
|---|---|
| NAME | Jeanne Sinclair |
| GIVEN NAMES | Jeanne |
| FAMILY NAME | Sinclair |
| SIGNATURE | SINCLAIR J |
| AFFILIATIONS | Memorial University of Newfoundland |
| ORCID | 0000-0003-0726-7907 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Framework for a Culturally Sustaining “Science of Reading”
For decades, the “reading wars” have unfolded between two paradigms: a holistic, meaning‐oriented approach, and a cognitively oriented skills‐based approach. The “wars” have long complicated educational research, policy, and practice. Yet, neither the holistic nor the cognitive paradigm has historically centered strengths of linguistically and culturally diverse communities. This article uses theory‐building to explore these paradigms and illumin…
Exploring the Effects of Culturally Responsive Instruction on Reading Comprehension, Language Comprehension, and Decoding with Bayesian Multilevel Models
Reading comprehension (RC) can be predicted from language comprehension (LC) and decoding, and all three constructs are responsive to structured teaching. Culturally responsive instruction, which explicitly connects students’ lived experiences with school experiences, can also effectively support literacy learning. However, little is known about how structured and culturally responsive approaches work in tandem, and whether positive effects may o…
A high-stakes reading test as the White listening subject
In this paper, the White listening subject takes the form of a standardized high-stakes reading test, the State of Texas Assessment of Academic Readiness (STAAR). Although the test does not actually listen, it ‘hears’ and evaluates children’s responses to its questions. I present the results of the 2017 Grade 8 reading exams, from the March, May, and June administrations, with a focus on results for students who are learning English as an additio…
Using machine learning to predict children’s reading comprehension from linguistic features extracted from speech and writing
Advances in machine learning (ML) are poised to contribute to our understanding of the linguistic processes associated with successful reading comprehension, which is a critical aspect of children’s educational success. We used ML techniques to investigate and compare associations between children’s reading comprehension and 260 linguistic features extracted from their speech and writing. Language samples were gathered from 99 linguistically dive…
Change in home language environment and English literacy achievement over time
In most studies investigating the educational outcomes of linguistically diverse students, variables that identify this population have been considered as static. In reality, owing to the dynamic nature of students and their families, students’ home language environments change over time. This study aims to understand how elementary school students’ home language environments change over time, and how longitudinal patterns of English literacy ach…
Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling
This study examined the literacy profiles of students from diverse home‐language backgrounds and tracked those profiles from grade 6 to grade 10. The authors also investigated the predictive relations of students’ immigration background, gender, and participation in two instructional programs. The results from latent class and latent transition analyses suggest that grade 6 literacy profiles are strong predictors of literacy profiles in grade 10.…
‘Starving and suffocating’
The U.S. Bilingual Education Act (BEA) of 1968 was born of grassroots efforts by linguistically diverse communities and their allies. Advocates' goal was to achieve self-determination in the education system and beyond. However, the BEA was implemented as a title under the Elementary and Secondary Education Act, which mandated annual program evaluations. Stipulations for these evaluations were strict, and they evolved over time to require the use…
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‘Starving and suffocating’
The U.S. Bilingual Education Act (BEA) of 1968 was born of grassroots efforts by linguistically diverse communities and their allies. Advocates' goal was to achieve self-determination in the education system and beyond. However, the BEA was implemented as a title under the Elementary and Secondary Education Act, which mandated annual program evaluations. Stipulations for these evaluations were strict, and they evolved over time to require the use…
Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling
This study examined the literacy profiles of students from diverse home‐language backgrounds and tracked those profiles from grade 6 to grade 10. The authors also investigated the predictive relations of students’ immigration background, gender, and participation in two instructional programs. The results from latent class and latent transition analyses suggest that grade 6 literacy profiles are strong predictors of literacy profiles in grade 10.…
Change in home language environment and English literacy achievement over time
In most studies investigating the educational outcomes of linguistically diverse students, variables that identify this population have been considered as static. In reality, owing to the dynamic nature of students and their families, students’ home language environments change over time. This study aims to understand how elementary school students’ home language environments change over time, and how longitudinal patterns of English literacy ach…
Using machine learning to predict children’s reading comprehension from linguistic features extracted from speech and writing
Advances in machine learning (ML) are poised to contribute to our understanding of the linguistic processes associated with successful reading comprehension, which is a critical aspect of children’s educational success. We used ML techniques to investigate and compare associations between children’s reading comprehension and 260 linguistic features extracted from their speech and writing. Language samples were gathered from 99 linguistically dive…
Exploring the Effects of Culturally Responsive Instruction on Reading Comprehension, Language Comprehension, and Decoding with Bayesian Multilevel Models
Reading comprehension (RC) can be predicted from language comprehension (LC) and decoding, and all three constructs are responsive to structured teaching. Culturally responsive instruction, which explicitly connects students’ lived experiences with school experiences, can also effectively support literacy learning. However, little is known about how structured and culturally responsive approaches work in tandem, and whether positive effects may o…
A high-stakes reading test as the White listening subject
In this paper, the White listening subject takes the form of a standardized high-stakes reading test, the State of Texas Assessment of Academic Readiness (STAAR). Although the test does not actually listen, it ‘hears’ and evaluates children’s responses to its questions. I present the results of the 2017 Grade 8 reading exams, from the March, May, and June administrations, with a focus on results for students who are learning English as an additio…
A Framework for a Culturally Sustaining “Science of Reading”
For decades, the “reading wars” have unfolded between two paradigms: a holistic, meaning‐oriented approach, and a cognitively oriented skills‐based approach. The “wars” have long complicated educational research, policy, and practice. Yet, neither the holistic nor the cognitive paradigm has historically centered strengths of linguistically and culturally diverse communities. This article uses theory‐building to explore these paradigms and illumin…
Multilingual Education and Policy (6 works) · Psychology (5 works) · Literacy (4 works) · Reading and Literacy Development (4 works) · Linguistics (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Comprehension (2 works) · Computer Science (2 works) · Developmental psychology (2 works)