In this final chapter, we highlight recurring themes from the preceding chapters and discuss the potential impact these themes have on program planning and instructional practice in adult education.

This chapter frames campus activism by introducing the historical movements that have been important for higher education since the 18th century to the present and exploring the connections and shared characteristics among these various movements.

Graduate student unionization efforts have made an indelible mark on the higher education milieu, as illustrated by the experiences of students who participated in this movement in recent years.

This chapter explores the ways faculty and staff work with students to support their activism as well as the way students tap faculty and staff to support their movements.

This chapter elaborates on the range of collective action tactics and organizing strategies that today's students invoke to pursue their ambitions for social change.

This chapter explores the various performances of activism by students through sound, silence, gender, and dis/ability and how these performances connect to social change efforts around issues such as human trafficking, homeless children, hunger, and children with varying abilities.

This chapter traces two decades of published research on learning outcomes related to campus activism and reports results from a speculative study considering civic outcomes from participation in campus political and war demonstrations.

This chapter synthesizes the common themes across chapters in this volume and argues that campus activists are an integral part of the higher education landscape.

This study examined the longitudinal effects of an early literacy intervention in Kindergarten. A group of children completed reading and cognitive measures between Kindergarten (5-6 years old) and Grade 7 (12-13 years old). Our results showed that 22% of children were identified as at-risk for reading deficits in Kindergarten, but only 6% of…

It has been observed in Japanese children learning to read that there is an early and rapid shift from exclusive reading of hiragana as syllabograms to the dual-use convention in which some hiragana also represent phonemic elements. Such rapid initial learning appears contrary to the standard theories of reading acquisition that require…

We investigated the effects of three facilitators: adults' support, dynamic visual vocabulary support and static visual vocabulary support on vocabulary acquisition in the context of e-book reading. Participants were 144 Israeli Hebrew-speaking preschoolers (aged 4-6) from middle SES neighborhoods. The entire sample read the e-book without a…

Reading ability is comprised of several component processes. In particular, the connection between the visual and verbal systems has been demonstrated to play an important role in the reading process. The present study provides a review of the existing literature on the visual verbal connection as measured by two tasks, rapid serial naming and…

Italian has regular spelling-sound correspondences; however, assignment of lexical stress is unpredictable. Sensitivity to stress neighborhood information was investigated by constructing three types of three-syllabic nonwords: nonwords with word-endings characterized by a strong neighborhood of dominant stress words (dominant), nonwords with…

Students from Turkish-speaking families are the largest minority language group in Germany. Yet, little is known about this group's literacy development. Using data from a 3-year longitudinal study, we examined whether the same base reading skills are involved in early reading comprehension of 100 Turkish-German bilingual and 69 German…

This study examines how an inquiry-based approach to teaching and learning creates teachable moments that can foster conceptual understanding in students, and how teachers capitalize upon these moments. Six elementary school teachers were videotaped as they implemented an integrated inquiry-based science and literacy curriculum in their…