Lauren Capotosto
Biographic Data
| ID | 9273560 |
|---|---|
| NAME | Lauren Capotosto |
| GIVEN NAMES | Lauren |
| FAMILY NAME | Capotosto |
| SIGNATURE | CAPOTOSTO L |
| AFFILIATIONS | College of the Holy Cross |
| ORCID | 0000-0002-4291-9950 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
‘Somewhat of an abstract concept to grasp’
This qualitative study examined how 32 undergraduate students enrolled in pedagogy-focused courses at a liberal arts college in the USA made sense of disciplinary literacy as a broad construct. After discussing course readings and interviewing faculty members to understand the literacy practices used in their fields of study, these potential future educators (PFEs) articulated their key takeaways about disciplinary literacy in a short written ass…
Do third grade students from low-income families have access to ‘just right’ books? Results from a home visit study
This study investigated the extent to which third graders (n = 84) from predominantly low-socioeconomic status families had access to books matched to their reading levels in their homes. On average, students showed home visitors books that fell within the Common Core State Standards’ recommended text difficulty range for Grade 3 (mean Lexile = 587L). However, students who passed a state-mandated reading test (‘good readers’) had books with readi…
Literacy discussions in low-income families
This study examines the effects of four types of reading comprehension questions – immediate, non-immediate, summary, and unanswerable questions – that linguistically diverse and predominantly low-income parents asked their fourth graders on children’s text retellings. One-hundred-twenty ( N = 120) parent and child dyads participated in a home visit study in which they talked about narrative and informational texts. Moderation analyses indicated …
No prominent works on this page.
Literacy discussions in low-income families
This study examines the effects of four types of reading comprehension questions – immediate, non-immediate, summary, and unanswerable questions – that linguistically diverse and predominantly low-income parents asked their fourth graders on children’s text retellings. One-hundred-twenty ( N = 120) parent and child dyads participated in a home visit study in which they talked about narrative and informational texts. Moderation analyses indicated …
Do third grade students from low-income families have access to ‘just right’ books? Results from a home visit study
This study investigated the extent to which third graders (n = 84) from predominantly low-socioeconomic status families had access to books matched to their reading levels in their homes. On average, students showed home visitors books that fell within the Common Core State Standards’ recommended text difficulty range for Grade 3 (mean Lexile = 587L). However, students who passed a state-mandated reading test (‘good readers’) had books with readi…
‘Somewhat of an abstract concept to grasp’
This qualitative study examined how 32 undergraduate students enrolled in pedagogy-focused courses at a liberal arts college in the USA made sense of disciplinary literacy as a broad construct. After discussing course readings and interviewing faculty members to understand the literacy practices used in their fields of study, these potential future educators (PFEs) articulated their key takeaways about disciplinary literacy in a short written ass…
Psychology (3 works) · Developmental psychology (2 works) · Literacy (2 works) · Mathematics education (2 works) · Parental Involvement in Education (2 works) · Pedagogy (2 works) · Reading and Literacy Development (2 works) · Sociology (2 works) · Art (1 work) · Child Development and Digital Technology (1 work)