Re-Examination of Traditional Admissions Criteria in Predicting Academic Success in a Counselor Education Program

The purpose of this study was to re-evaluate the validity of traditional admissions criteria—UGPA and GRE scores—in predicting academic success for students admitted to a counselor education program in the United States. In contrast to prior research, we also included the newer GRE-Analytical Writing scores in our analyses. In general, we found that both UGPA and GRE scores were useful for predicting both graduate grade point averages (GGPAs) and students’ scores on the Counselor Preparation Comprehensive Exam (CPCE). We also found that a discriminant model that included all four admission variables was useful for predicting program completion outcomes: successfully graduated, dropped out, or dismissed from the program. Implications for the admissions and screening process are presented.     

A tribute to sharron smith humenick: 1937-2006

The purpose of this article is to honor Dr. Sharron S. Humenick, a long-time advocate of normal childbirth and Lamaze International, for her many accomplishments, her vigorous commitment to promoting the benefits of normal birth, and her passionate and diligent efforts in encouraging ongoing, evidence-based research that underscores the importance of a satisfying, normal-birth experience for women and their families. Dr. Humenick was a trailblazer in life and also became an exceptional guide in demonstrating how to cope with a terminal illness and dying. Through her numerous colleagues and friends in the United States and other countries, Dr. Humenick's legacy will live on in worldwide efforts to improve the childbirth experience for women and their families.     

Nonword repetition with spectrally reduced speech: some developmental and clinical findings from pediatric cochlear implantation

Nonword repetition skills were examined in 24 pediatric cochlear implant (CI) users and 18 normal-hearing (NH) adult listeners listening through a CI simulator. Two separate groups of NH adult listeners assigned accuracy ratings to the nonword responses of the pediatric CI users and the NH adult speakers. Overall, the nonword repetitions of children using CIs were rated as more accurate than the nonword repetitions of the adults. The nonword repetition accuracy ratings from both groups of subjects were correlated with open- and closed-set word recognition scores and forward digit spans. Only the perceptual accuracy scores from pediatric CI users were correlated with measures of speech production accuracy. These results suggest that although the pediatric CI users had more experience and success in perceiving speech under degraded auditory conditions, developmental differences in their memory skills prevent them from performing as well on working memory tasks as mature listeners.     

Language and Culture in Literacy Instruction: Where Have They Gone?

An important, yet either often missing or under emphasized realization in both federal and state standards for literacy is that literacy is primarily a language process and culture is a reflection of language. As such, language and culture must be retained as essential components upon which reading instruction is based. Our nation and our states truly want individuals who can use literacy to learn and to enhance their quality of life as well as the quality of life of those around them. This article looks at essential considerations that must be given to the role of language and culture in literacy instruction.