Reading and Written Language Competency of Incarcerated Youth

Rogers-Adkinson, Diana; Melloy, Kristine J.; Stuart, Shannon; Fletcher, Lynn; Rinaldi, Claudia

doi:10.1080/10573560701808502

Cited by 17 publications

(22 citation statements)

References 30 publications

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“…Individual education plans already require that special education teams consult on the prospects for “living, learning, and working” for all individuals over the age of 14. It is already known that recidivism is less common among juveniles and adults who receive instruction in language, reading, and job skills while incarcerated than among those who do not receive instruction (Rogers-Adkinson, Melloy, Stuart, Fletcher, & Rinaldi, 2008, for a review). For unincarcerated juveniles and adults who have SLI, similar instruction might be useful as a means of ensuring their rights—whether in the legal system or in the larger community.…”

Section: Discussionmentioning

confidence: 99%

Miranda Rights Comprehension in Young Adults With Specific Language Impairment

Rost

McGregor

2012

Am J Speech Lang Pathol

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Purpose The purpose of this study was to determine whether citizens with language impairment understand legal rights as conveyed in Miranda warnings. Method Grisso's Instruments for Assessing Understanding and Appreciation of Miranda Rights (1998) was administered to 34 young adults, half of whom met the diagnostic criteria for specific language impairment (SLI). A correlational analysis of the relationship between language scores and Miranda rights comprehension was conducted, as were tests of differences between individuals with SLI (n = 17) and individuals without SLI. Results Language ability was positively correlated with overall performance on the Miranda measure. As a group, individuals with SLI were significantly poorer than their peers with normal language at defining Miranda vocabulary and applying Miranda rights in hypothetical situations. The group with SLI was also marginally less able to paraphrase Miranda sentences. Conclusion Language impairment limits comprehension of Miranda warnings. As a result, citizens with language impairment are at risk of being denied their constitutional rights.

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Section: Discussionmentioning

confidence: 99%

Miranda Rights Comprehension in Young Adults With Specific Language Impairment

Rost

McGregor

2012

Am J Speech Lang Pathol

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“…El aprendizaje temprano favorece el aprendizaje en la enseñanza secundaria (Byrnes y Wasik, 2009) además el grado de alfatización influye en un mejor rendimiento en L2 en la adolescencia porque la fo-nología o, incluso, la fluidez se ven favorecidas por un desarrollo de la L1 y de la L2 antes de la purtad (Guglielmi, 2008). Esto es especialmente notorio en lo referente a la lectoescritura (Rogers-Adkinson et al, 2008). También deríamos favorecer el desarrollo de las estrategias metacognitivas ya que, como afirman Klingner et al (2007) el desarrollo de estrategias, especialmente de lectura, servirá en los estadios más avanzados de la vida en los que la escritura tiene una especial importancia.…”

Section: Adquisición De L2unclassified

¿cuánto Aprendí en La Enseñanza Secundaria? Las Actitudes De Los Estudiantes Universitarios De Primer Año Respecto a La Relación Enseñanza Aprendizaje De Su Segunda Lengua en La Escuela Secundaria en Tres Contextos Internacionales

2012

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El objetivo fundamental de este estudio es observar y recopilar información sobre las percepciones de los alumnos y las dificultades detectadas en sus estudios en la escuela secundaria en tres diferentes contextos: Valencia (España), Flandes (Bélgica) y Valdosta (Georgia, EEUU). Los participantes en este estudio fueron 82 estudiantes universitarios de primer año matriculados en la Universidad Politécnica de Valencia, la Universidad de Amres y la Universidad de Valdosta State. Los datos se obtuvieron a través de cuestionarios y un estudio en tres niveles: investigadores, profesores y una pequeña muestra de estudiantes. Debido a la muestra limitada, los resultados no pueden ser generalizados pero ofrecen cierta luz para futuros estudios en el campo de la enseñanza de idiomas en la escuela secundaria. El análisis de los datos indicó que los tres grupos comparten problemas comunes como el uso limitado de materiales educativos u oportunidades de aprendizaje fuera del aula, la metodología de los profesores de enseñanza secundaria y las actitudes hacia la lengua extranjera. Estos hallazgos enfatizan la importancia de metodologías globales que guíen a los estudiantes en el uso de recursos tanto dentro como fuera de clase. Los resultados también indican que los estudiantes de secundaria podrían no ser tan diferentes, a pesar de pertenecer a culturas de origen distintas y poseer lenguas maternas diferentes. Facultad de Educación. UNED Educación XX1. 15.2, 2012, pp. 159-184

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“…Other risk factors include certain personality characteristics such as poor self-control, neurocognitive deficits including hyperactivity problems and learning disabilities (with boys at greater risk for these than girls), child conduct/behavior problems, associating with delinquent peers, family factors and stresses such as living in a non-intact family/single parent household, parent loss, having a teen parent (Elkins et al, 1997;Henry et al, 1996;Krueger et al, 1994;Messer, Goodman, Rowe, Meltzer, & Maughan, 2006;Murray, Irving, Farrington, Colman, Bloxsom, 2010;Trzesniewski et al, 2006;Wright, Caspi, Moffitt, & Silva, 1999) and having a parent with a criminal history 2 (e.g., Chesney-Lind, 1997;Johnston, 1991;Kates, Gerber, & Casey, 2014;Messer et al, 2006;Mumola, 2000;Myers et al, 1999;Wasserman, 2000;Wilson & Howell, 1993). Studies similarly suggest that the main predictors of incarceration for males include the early background experiences of poverty, ethnic minority status, low maternal education/ unemployment, dysfunctional parenting (e.g., abusive, neglectful), growing up in a father-absent household, residential instability, early behavioral/conduct problems (including adolescent delinquency), poor academic ability and low educational attainment (including poor literacy and dropping out of high school), unemployment, and drug and alcohol abuse (e.g., Bailey & Hayes, 2006;Drakeford, 2002;Harper & McLanahan, 2004;Ou & Reynolds, 2010;Rogers-Adkinson et al, 2008;Rumbaut, 2005;Satterfield et al, 2007;Sourander et al, 2006;West, Denton, & Germano-Hausken, 2000;Wildeman & Western, 2010). The tragic early life experiences of incarcerated parents and the instability of their current life experiences diminish their ability to provide positive, skilled parenting for their own children: not surprisingly, studies show that children of incarcerated parents are more likely to experience attachment disruptions and disorganized attachments (Dallaire, 200...…”

Section: Early Life Histories Of Incarcerated Parentsmentioning

confidence: 99%

Evaluating the Efficacy of an Attachment-Informed Psychotherapeutic Parenting Program for Incarcerated Parents

Kamptner

Teyber

Rockwood

et al. 2017

JPER

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An attachment-based, psychotherapeutic parent education course was created for incarcerated mothers and fathers to help improve their ability to provide positive parenting and a more stable home environment for their children. The current study assessed the effects of this parenting curriculum on parents' reported tendencies to be abusive, their sense of efficacy and satisfaction as a parent, their psychological distress, and their knowledge of child development and positive child guidance. Results of pre-post assessments showed a significant improvement in parents' reported sense of efficacy and satisfaction in the parenting role; their knowledge, skills, and behavior as a parent; their understanding of child development; their knowledge of alternatives to using corporal punishment; establishing appropriate parent-child boundaries; and they were less likely to view their child's independence as a threat. Females showed a significant decrease in distress symptoms. Results are discussed in terms of the need for effective, high-quality parent education as an important component of intervention programs that aim to improve the developmental outcome for children of incarcerated parents.

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Reading and Written Language Competency of Incarcerated Youth

Cited by 17 publications

References 30 publications

Miranda Rights Comprehension in Young Adults With Specific Language Impairment

Miranda Rights Comprehension in Young Adults With Specific Language Impairment

¿cuánto Aprendí en La Enseñanza Secundaria? Las Actitudes De Los Estudiantes Universitarios De Primer Año Respecto a La Relación Enseñanza Aprendizaje De Su Segunda Lengua en La Escuela Secundaria en Tres Contextos Internacionales

Evaluating the Efficacy of an Attachment-Informed Psychotherapeutic Parenting Program for Incarcerated Parents

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