Jonah B Firestone
Biographic Data
| ID | 6746943 |
|---|---|
| NAME | Jonah B Firestone |
| GIVEN NAMES | Jonah B |
| FAMILY NAME | Firestone |
| SIGNATURE | FIRESTONE J B |
| AFFILIATIONS | Washington State University Tri-Cities |
| ORCID | 0000-0002-9527-2265 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Machine learning prediction of mental health strategy selection in school aged children using neurocognitive data
Examining the impacts of extended vocabulary instruction in mixed-English-proficiency science classrooms
Vocabulary is a building block of understanding, especially in science classrooms where language abilities are mixed. To reduce academic inequalities, approaches to vocabulary instruction need to demonstrate benefits for students across learning contexts. We summarize the results from the first unit, “Earth Systems and Catastrophic Events,” in a longitudinal study investigating the effectiveness of the Science Vocabulary Support (SVS) program ori…
Contributions of language-specific and metacognitive skills to science reading comprehension of middle school English learners
This nonexperimental study examined academic performance profiles and contributions of language-specific and metacognitive skills to science reading comprehension of Grade 7 students of varied English proficiency. The sample included 204 regular education students, most of whom were English learners (ELs; 35 non-ELs, 86 current ELs, and 83 former ELs). Results of descriptive analyses highlighted strong academic performance by former ELs. Their ov…
Contributions of language-specific and metacognitive skills to science reading comprehension of middle school English learners
This nonexperimental study examined academic performance profiles and contributions of language-specific and metacognitive skills to science reading comprehension of Grade 7 students of varied English proficiency. The sample included 204 regular education students, most of whom were English learners (ELs; 35 non-ELs, 86 current ELs, and 83 former ELs). Results of descriptive analyses highlighted strong academic performance by former ELs. Their ov…
Contributions of language-specific and metacognitive skills to science reading comprehension of middle school English learners
This nonexperimental study examined academic performance profiles and contributions of language-specific and metacognitive skills to science reading comprehension of Grade 7 students of varied English proficiency. The sample included 204 regular education students, most of whom were English learners (ELs; 35 non-ELs, 86 current ELs, and 83 former ELs). Results of descriptive analyses highlighted strong academic performance by former ELs. Their ov…
Examining the impacts of extended vocabulary instruction in mixed-English-proficiency science classrooms
Vocabulary is a building block of understanding, especially in science classrooms where language abilities are mixed. To reduce academic inequalities, approaches to vocabulary instruction need to demonstrate benefits for students across learning contexts. We summarize the results from the first unit, “Earth Systems and Catastrophic Events,” in a longitudinal study investigating the effectiveness of the Science Vocabulary Support (SVS) program ori…
Machine learning prediction of mental health strategy selection in school aged children using neurocognitive data
Psychology (3 works) · Cognition (2 works) · Comprehension (2 works) · Computer Science (2 works) · Educational Strategies and Epistemologies (2 works) · Language proficiency (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Reading and Literacy Development (2 works) · Reading comprehension (2 works)