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Yuliya Ardasheva
Washington State University Tri-Cities
27Publications
8H-index
161Citations
Publications 27
Newest
Published on May 24, 2019in International Journal of Science Education 1.32
Thomas R. Tretter11
Estimated H-index: 11
(University of Louisville),
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities)
+ 1 AuthorsAnna Karin Roo2
Estimated H-index: 2
(Washington State University)
ABSTRACTThis study investigated ways to foster positive science attitudes among newcomer first-year middle school English learners (n = 79) under two conditions: (1) Extended Science + Extended Literacy (planetarium-based visualisations + vocabulary + comic and trade books) and (2) Extended Science + Literacy (planetarium-based visualisations + vocabulary). The results indicated a statistically and practically meaningful increase in science attitudes (Cohen’s d = 0.43) after an 8-week science un...
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Published on Apr 24, 2019in Bilingual Research Journal
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities),
Sarah N. Newcomer3
Estimated H-index: 3
(Washington State University Tri-Cities)
+ 1 AuthorsRichard L. Lamb1
Estimated H-index: 1
(State University of New York System)
ABSTRACTThis 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 overall academic profile was closer to that ...
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Published on Jan 1, 2019in English for Specific Purposes 1.36
Xue Zhang1
Estimated H-index: 1
(Washington State University),
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities)
Abstract The English language is playing an ever-increasing role in global cultural, political, and economic domains. This underscores a rapidly growing need for good English public speaking (EPS) skills among college students and a need to better understand instructionally manipulable factors, such as self-efficacy, that may contribute to EPS skills development. Grounded in Bandura's self-efficacy theory, this study investigated the degree to which four sources of self-efficacy— enactive master...
1 Citations Source Cite
Published on Sep 3, 2018in Journal of Educational Research 1.24
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities),
Zhe Wang3
Estimated H-index: 3
(Washington State University)
+ 2 AuthorsJudith A. Morrison9
Estimated H-index: 9
(Washington State University Tri-Cities)
ABSTRACTThis experimental study explored the impact of representation + glossary label visuals on science outcomes in a sample of 174 Grade 7 English learners (ELs). Analysis of covariance results indicated that, regardless of English proficiency, ELs in both treatment and control conditions performed similarly on reading comprehension (p = .26) and triggered interest (p = .65) measures, with a trend in means favoring the no-visuals, control group. These findings suggest that, although recommend...
2 Citations Source Cite
Anna Karin Roo2
Estimated H-index: 2
(Washington State University),
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities)
+ 1 AuthorsMargarita Vidrio Magaña2
Estimated H-index: 2
(Washington State University Tri-Cities)
ABSTRACTThis study examined contributions of academic ability tracking, disciplinary attitudes (science anxiety and self-efficacy), and discipline-specific literacy skills (science and academic vocabulary knowledge) to students’ science achievement in a sample of 104 Grade 8 students (78% current or former English learners [ELs]) enrolled in high- versus low-track (50/50) classrooms at a Pacific Northwest urban junior high school. The final regression model explained 46% of the variance in stude...
2 Citations Source Cite
Published on Nov 2, 2017in Journal of Educational Research 1.24
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities),
Sarah N. Newcomer3
Estimated H-index: 3
(Washington State University Tri-Cities)
+ 1 AuthorsRichard L. Lamb1
Estimated H-index: 1
(State University of New York System)
The authors investigated the mediating effects of general academic and science-specific vocabulary on science reading comprehension among English learners (ELs) of varied proficiency. The sample included 169 regular education Grade 7 students (86 current ELs; 83 former ELs) enrolled in 1 urban school in Pacific Northwest region of the United States. The results indicated that both vocabulary types—rarely explicitly taught at the secondary level—were significant contributors to reading comprehens...
4 Citations Source Cite
Published on Nov 1, 2017in British Journal of Educational Technology 2.73
Zhe Wang3
Estimated H-index: 3
,
Narayankripa Sundararajan2
Estimated H-index: 2
+ 1 AuthorsYuliya Ardasheva8
Estimated H-index: 8
Although the seductive details effect, a phenomenon where interesting but irrelevant pictures impede comprehension, is well documented, studies examining ways of moderating its detrimental impact on learning remain few. The present study examined the effect of note-taking on the seductive details effect. Chinese undergraduate participants ( N = 91) were randomly assigned to three conditions that differed in terms of the presence of seductive details and learning strategy (presence or absence of ...
3 Citations Source Cite
Published on Jun 1, 2017in Review of Educational Research 8.24
Yuliya Ardasheva8
Estimated H-index: 8
,
Zhe Wang3
Estimated H-index: 3
+ 1 AuthorsJeffrey C. Valentine29
Estimated H-index: 29
This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain contributed effect sizes for this meta-analysis. Findings indicate that the overall effects of SI were large, 0.78 and 0.87, for language and self-regulat...
9 Citations Source Cite
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities),
Thomas R. Tretter11
Estimated H-index: 11
(University of Louisville)
This paper reports on the curriculum development stage for a larger science–literacy intervention for secondary school newcomers enrolled in an urban US school. After providing background to the study, we review literature on effective vocabulary instruction and report on the Science Vocabulary Support program development, refinement, and preliminary effectiveness evaluation in a sample of 92 emergent bilinguals. Results indicated that pre-to-post gains in student vocabulary retention were stati...
13 Citations Source Cite
Published on Jan 1, 2017
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities)
Language is critical to building knowledge in science as students are increasingly asked to read complex informational texts and to develop sophisticated means of oral and written expression, as expected by the Next Generation Science Standards [NGSS] (NGSS Lead States 2013). Developing literacy in content areas is particularly important for English language learners (ELLs), whose still-emergent academic English language skills often undermine their academic performance across subject areas (see...
4 Citations Source Cite
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