Browsing by Author "Lissi, Maria Rosa"

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    Home and Instruction Effects on Emergent Literacy in a Sample of Chilean Kindergarten Children
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2009) Strasser, Katherine; Lissi, Maria Rosa
    The study examines the home literacy experiences, emergent literacy skills, and instructional experiences of a sample of Chilean kindergarten children (n = 126) and kindergarten families (n = 188) nested in 12 kindergarten classrooms from different socioeconomic status groups and types of schools. Descriptive information is given showing the level of literacy knowledge of the children and the literacy experiences that they encounter both at home and in the classroom. Multiple regression is used to test the effect of home and instruction variables on emergent literacy learning in kindergarten and later in first grade. Findings show that Chilean children in the sample are exposed to less literacy experiences than children in developed countries, at home and at school. Results also show that, in spite of little explicit code instruction going on in classrooms, this measure had a positive significant effect on literacy growth in kindergarten. Results are compared with those of developed countries, especially the United States.
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    Impact in the school system of a strategy for identifying and selecting academically talented students: the experience of Program PENTA-UC
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2008) Arancibia, Violeta; Lissi, Maria Rosa; Narea, Marigen
    The study explores the consequences, for participating schools, of the implementation of a system for the identification and selection of academically talented students, in the context of an extracurricular enrichment program operating at Pontificia Universidad Catolica de Chile. The participants were 73 students, 50 teachers, and seven members of the school administration, in seven schools. Data were collected through interviews and focus groups. The results indicated that the identification and selection processes have mostly positive effects on teachers and students. Some potentially negative effects were also detected for the classmates of the talented students, which relate mainly to the manner in which information was handled. Possible implications of these findings for this program for talented children and other similar programs are discussed.
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    Playful stances for developing pre-service teachers' epistemic cognition: Addressing cognitive, emotional, and identity complexities of epistemic change through play
    (2025) Sebastian, Christian; Vergara, Martin; Lissi, Maria Rosa; Pino, Catalina Henriquez; Silva, Maximiliano; Perez-Cotapos, Maria Asuncion
    Background: Teachers who show more developed epistemic cognition teach better and promote more and better learning in their students. Studies indicate that teacher training impacts little on student teachers' epistemic cognition development. One of the difficulties of epistemic cognition interventions is that, beyond the conceptual level, epistemic change implies identity challenge and emotional distress. Both benefit from a playful setting to be managed. We designed and implemented a university course as a socio-constructivist playful training experience. In a previous study, using growth curve analysis, we showed that this course promoted epistemic cognition development in student teachers. Aims: In this study we analyzed the experience of the course participants to characterize the lived process of change and to propose ways of understanding the relationship between a game-based course and epistemic change. Participants: Twenty-five female student teachers in their second, third, or fourth year of study participated in the study. Methods: Both small and whole group interactions from 15 training sessions, and 8 individual interviews after the course, were recorded and qualitatively analyzed to explore the students' experiences. Results: The analysis allows us to acknowledge changes in the students' attitudes towards the course, their roles in the classroom, and conceptual understandings that we organized in four phases from initial bewilderment and resistance, to the active and applied integration of knowledge. Conclusions: We discuss how different levels and layers of playfulness can sustain the difficulties student teachers' face during their epistemic change process.
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    Shared storybook reading and vocabulary learning in preschoolers: An effectiveness study
    (FUNDACION INFANCIA APRENDIZAJE, 2012) Larrain, Antonia; Strasser, Katherine; Lissi, Maria Rosa
    Two studies examined the effects of specific reading styles on vocabulary learning of at-risk preschool Chilean children (aged 3-5 yrs.) during shared book reading. Study 1 examined the effect of explicit instruction of new words on vocabulary acquisition, comparing the effect of shared book reading with and without word elaboration, with 112 children. Study 2 examined the effect of more complex word elaboration and additional work with words in new contexts on vocabulary acquisition, with 62 children. The question was whether this method may help to overcome the differential effect of word learning according to initial vocabulary knowledge (Matthew effect). Results suggest that: (7) Word elaboration has a positive effect on new word learning but does not overcome the Mathew effect; (2) Simpler definitions are more effective than complex ones and additional work with words in new contexts is equally effective than working them during shared book reading.