Yenda Prado - Academia.edu (original) (raw)

Papers by Yenda Prado

Proceedings of the 2023 AERA Annual Meeting

Proceedings of the 2021 AERA Annual Meeting

Proceedings of the 2020 AERA Annual Meeting

Bilingual Research Journal

Advances in Quantitative Ethnography, 2021

In the originally published version of the chapter 4, the name of the author was spelled incorrec... more In the originally published version of the chapter 4, the name of the author was spelled incorrectly. The author's name has been changed as Ashlee Belgrave.

Computer Science Education, 2021

Communications in Computer and Information Science

Establishing trustworthiness is a fundamental component of qualitative research. In the following... more Establishing trustworthiness is a fundamental component of qualitative research. In the following paper, we document how combining natural language processing (NLP), with human analysis by researchers, can help analysts develop insights from qualitative data and establish trustworthiness for the analysis process. We document the affordances of such an approach to strengthen three specific aspects of trustworthiness in qualitative research: credibility, dependability, and confirmability. We illustrate this workflow and shed light on its implications for trustworthiness from our own, recent research study of educators' experiences with the 2020 COVID-19 pandemic; a context that compelled our research team to analyze our data efficiently to best aid the community, but also establish rigor and trustworthiness of our process.

Scientific Studies of Reading

Seventh-and 8th-grade students in a within-teacher randomized control study read from visual-synt... more Seventh-and 8th-grade students in a within-teacher randomized control study read from visual-syntactic formatted text for 44 min per week over the course of 1 year. On the annual state assessment, we found small statistically significant improvements on the overall English Language Arts scaled score (ES = 0.05, p < .05) and the writing assessment (ES = 0.07, p < .01) for the treatment group compared to the control group. We found no interactions between gifted, special education, or English learner classification and treatment status on the effect on overall English Language Arts score, but our categorical and subgroup analyses showed that the use of visual-syntactic text formatting provided a modest benefit to middle school students who were near or at grade level in the prior school year. For most typically achieving students entering middle school, continued reading at grade level depends on more than their automatized decoding skills. Instead, successful performance in middle school reading increasingly depends on students' effective processing of language and text structures. At the same time, the linguistic complexity of the texts students must read in seventh and eighth grades increases dramatically. One way of scaffolding students' understanding of complex texts and ability to write critically about those texts is to modify the formatting of the text to make its underlying structure more visible and encourage students to synthesize their understanding of the content more frequently. Research studies have shown that texts that have been modified to highlight prosodic cues and syntactic structures, such as phrase boundaries, can facilitate linguistic processing and reading comprehension (e.g., Hirotani, Frazier, & Rayner, 2006; Jandreau & Bever, 1992). Visual-syntactic text formatting (VSTF) is produced by natural language processing techniques that parse text to highlight phrase and clause boundaries, thereby scaffolding students in processing complex syntactic structures while leaving the content, vocabulary, and syntax of the text unchanged. This article presents the findings of a within-teacher randomized control trial of a digital intervention in seventh-and eighth-grade English Language Arts (ELA) classes designed to improve students' reading and writing performance. The intervention was implemented over 1 school year using VSTF, digital devices in classrooms, and integrated professional development designed to foster pedagogically sound use of the devices and formatted text. Adolescent literacy According to the Reading Systems Framework (Perfetti & Stafura, 2014), reading comprehension is accomplished through linkages between the word identification and the comprehension system, with readers updating their representations of the text as they decode the text. More specifically, the word identification processes yields semantic representations of the meanings of words and phrases. These

Computer Science Education

LEARNING CRITICAL THINKING SKILLS BEYOND THE 21ST CENTURY FOR MULTIDISCIPLINARY COURSES, 2018

Successfully teaching writing to learners with diverse profiles in US schools is one of our natio... more Successfully teaching writing to learners with diverse profiles in US schools is one of our nation's greatest educational challenges (Murphey, 2014). The increasing role of digital media in schools and society adds to this challenge. On one hand, differences in access to and use of technology threaten to amplify existing social and educational gaps (Warschauer & Matuchniak, 2010). On the other hand, if used well, technology can potentially ameliorate achievement gaps (Zheng, Warschauer, & Farkas, 2013). Current approaches to the use of technology with underserved students, which typically focus on remediation, have not delivered on their promise to address these gaps (Warschauer & Matuchniak, 2010). To overcome these challenges, we introduce a course design that uses multimodal composition and digital storytelling (DST) in a college writing course. We discuss how the integration of DST into a multimodal composition course functions as a culturally responsive pedagogical strategy servicing the academic literacy needs of diverse 21st century learners.

International Conference on Quantitative Ethnography, 2021

Scientific Studies of Reading, 2019

Teaching computational thinking to exceptional learners: lessons from two inclusive classrooms, 2021

Background and Context: Computational Thinking (CT) is a skill all students should learn. This re... more Background and Context: Computational Thinking (CT) is a skill all
students should learn. This requires using inclusive approaches to
teach CT to a wide spectrum of students. However, strategies for
teaching CT to students with exceptionalities are not well studied.
Objective: This study draws on lessons learned in two fourth-grade
classrooms – one an inclusive general education classroom including students with and without disabilities, the other an inclusive
GATE classroom including students with and without giftedness –
to illustrate how CT frameworks can inform inclusive CS instruction.
Method: A comparative case study design integrating content
analysis and first and second cycle coding of data was used to
analyze teachers’ instructional strategies using a CT framework.
Data included transcriptions of audio-recorded classroom lessons,
field notes, and conversations with teachers and students.
Findings: While each teacher used different strategies, both were
effective in developing students’ CT. Explicit instruction provided
students receiving special education services with needed structure
for the complex tasks inherent to computing. Peer feedback facilitated independent computational practice opportunities for students receiving GATE.
Implications: This study highlights how inclusive instructional
practices can be assessed using a CT framework and leveraged to
maximize learning and access to CT curricula for learners with
exceptionalities.