Stress in school-aged children and youth

This article reviews the literature on stress in students of grades 1–12. A model to understand stress as the inequality between perceived demands and perceived resources is presented. Student stressors are identified in the family and school environments. Coping with these stressors is conceptualized as problem-focused, emotion-focused, or appraisal-focused strategies that make use of personal, social, and cognitive resources. Physical, emotional, and behavioral symptoms of ineffectual coping efforts are then identified. After gender differences in stressors and coping are noted, instruments measuring stressors, coping strategies, and coping resources in children and youth are reviewed. Finally, representative intervention programs developed for school-aged youth are described and evidence of their efficacy is presented. The article concludes that there is a paucity of research on stress in children as compared to research on stress in adults.     

Humor and competence in school-aged children

Multiple aspects of humor were evaluated in children between the ages of 10 and 14 and related to several areas of competence manifested at school. Humor measures assessed appreciation (including mirth, subjective ratings, and response sets), comprehension, and production, while competence measures included teacher ratings of classroom behavior, peer reputation, and achievement. Humor was related to competence in several ways consistent with previous theory and research: (1) through the manifestation of intellectual ability both in humor behaviors and in competent functioning; (2) through the role of mastery motivation enhancing both types of functioning; and (3) through peer relations, resulting from the effects of humor on peer acceptance or the effects of peer relations on humor behaviors. Ideas for further research relating humor to social competence, social cognition, and mastery motivation are discussed.     

Arithmetic learning difficulties in children

This study explored the arithmetic skills of 39 children with arithmetic learning difficulties (ALD), compared to two control groups, one consisting of normally achieving children matched to the ALD sample for chronological age (n=28), and another comprising younger normally achieving children matched to the ALD sample for arithmetic level (n=28). To determine the relative contribution of reading impairments to arithmetic performance, the ALD group was further classified according to the presence or absence of reading difficulties into a mixed ALD (n=24) and specific ALD (n=15) group, respectively. The ALD group performed well below their chronological age counterparts in terms of the developmental maturity of their arithmetic problem solving. These children demonstrated a reliance on slow, counting-based procedures to solve arithmetic problems and, in this regard, they performed similarly to their younger, arithmetic-matched normal peers. Children with ALD also employed direct fact retrieval reliably less often than their same-age peers, but did not differ from their younger, arithmetic-matched counterparts. There were few significant differences between ALD children with and without accompanying reading problems. The findings suggest that children with ALD appear to show delayed development of arithmetic skills rather than specific processing deficits or abnormalities when comparison is made with both their chronological age and arithmetic-matched normal peers.     

Reading comprehension difficulties in children

This paper reports two studies investigating the nature of comprehension deficits in a group of 7–8 year old children whose decoding skills are normal, but whose reading comprehension skills are poor. The performance of these poor comprehenders was compared to two control groups, Chronological-Age controls and Comprehension-Age controls. The first study examined whether these comprehension difficulties are specific to reading. On two measures of listening comprehension the poor comprehenders were found to perform at a significantly lower level than Chronological-Age controls. However, they did not differ from a group of younger children matched for reading comprehension skills. This indicates that the observed comprehension difficulties are not restricted to reading, but rather represent a general comprehension limitation. The second study investigated whether these comprehension difficulties can be explained in terms of a memory deficit. The short-term and working memory skills of these three groups were examined. The poor comprehenders did not differ from their Chronological-Age controls on either of these tasks. In conclusion, it is argued that working memory processes are not a major causal factor in the creation of the comprehension difficulties identified in the present group of poor comprehenders.     

A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with comorbid mathematics and reading difficulties

Mathematical competencies of 180 children were examined at 4 points between 2nd and 3rd grades (age range between 7 and 9 years). Children were initially classified into one of 4 groups: math difficulties but normal reading (MD only), math and reading difficulties (MD-RD), reading difficulties but normal math (RD only), and normal achievement in math and reading (NA). The groups did not differ significantly in rate of development. However, at the end of 3rd grade the MD only group performed better than the MD-RD group in problem solving but not in calculation. The NA and RD only groups performed better than the MD-RD group in most areas. Deficiencies in fact mastery and calculation fluency, in particular, are defining features of MD, with or without RD.     

Motor and coordination difficulties in children with emotional and behavioural difficulties

To date, very few studies have explored the incidence of motor impairment amongst children with social, emotional and behavioural difficulties (social, emotional and mental health (SEMH); formerly SEBD in England). Following research that suggests an increase in motor difficulties in young children and adolescents with SEMH difficulties, this study compares profiles of motor ability using the Movement ABC-2 assessment in children attending a specialist SEMH primary school with a typically developing comparison group and children with a diagnosis of developmental coordination disorder. We report an increased prevalence of borderline or clinically significant motor impairment amongst children with SEMH difficulties compared to the comparison group, with 44% of the SEMH special school sample falling within these ranges. We suggest that bearing in mind the increased likelihood for motor impairment is important in SEMH education, as it has likely impact on classroom functioning and ability and motivation to take part in socially and academically relevant activities.     

Learning-related behaviors and literacy achievement in elementary school-aged children

This longitudinal study investigated associations between children's learning-related behaviors and literacy achievement in an ethnically diverse sample of low-income children throughout elementary school. Children's literacy and learning-related behavior (e.g., working independently, seeking challenges) were assessed when they were in kindergarten or first grade and again in the third and fifth grades. The results showed fair consistency over time in both learning-related behaviors and literacy skills. Learning-related behaviors in one grade predicted literacy achievement in the subsequent grade in which it was assessed, but literacy skills did not predict subsequent learning-related behaviors.     

A comprehension intervention for children with reading comprehension difficulties

Abstract

Many students in Australian schools today experience difficulty understanding read text beyond Year 3 despite early intervention and rich learning experiences. Often the first indications that such students may have reading comprehension difficulties is from poor performance on comprehension tests in fourth grade. After Year 3 the written text becomes more complex and there is an increasing emphasis on reading comprehension. Less skilled comprehenders experience difficulties because they often use inefficient memory strategies and do not normally visualise story content. Readers with comprehension difficulties can be taught to construct mental imagery that will enable them to link verbal and imaginal information more efficiently into their working memory by reducing the cognitive load. The indications are that engaging readers in elaborative questioning and discussion of the text improves reader's own language and mental imagery as well as enhancing comprehension of read text. For readers who have struggled for years and have developed a resistance to reading, a literacy tutoring intervention framework that focuses on a personalised responsive relationship‐based approach to reading, combined with interesting text and student choice of appropriate material, can facilitate improved reading. The Comprehension of the Narrative intervention program is an example of a multiple strategy training intervention program that utilises explicit strategy instruction in a framework of measured stages while also increasing the level and complexity of the reading texts used. It has been shown that participating students are enabled to build on previously mastered skills and develop more effective higher order comprehension outcomes through focused dialogue with trained tutors.     

A small-scale pilot study into language difficulties in children who offend

This small-scale pilot research project investigates the prevalence of Speech Language and Communication Difficulties in a sample of children attending a Youth Offending Service in the UK. Using the CELF-4, approximately 90% of the sample displayed some form of language difficulty and, overall, this population displayed mild to moderate difficulties in this area. Youth Offending Team staff questionnaires were also analysed and it was found that staff have little understanding of the difficulties presented by the children on their caseloads, despite reporting that they felt confident in this area. Implications for practice and potential roles for educational psychologists are discussed.     

Beyond stigmatization of children with difficulties in learning

In the Albanian schools settings does not exist religious discrimination, neither gender discrimination, but there exists a discrimination, as unfair against children called ＂difficulty＂. The children who drop out of school are by far less numerous compared with those who start school, but who are not properly treated, so that they can progress the same as other children. The object of this article is the children with learning difficulties, the causes of these difficulties. One of the reasons, among many others, why this secret dropping out of school happens is also difficulty in learning that quite a few number of pupils have, which are not known to everyone, and consequently are not treated by all the teachers, or by the other people who surround the child, condemning him to a school failure and slim chances to succeed later in life. It has often been pointed out that to define the causes of these learning difficulties it is not an easy task. A large number of factors intermingle bringing about the hell of learning for some children. If it is impossible to intervene in different organic damages （even they in many cases can be prevented though）, at least those depending on people can be avoided by offering a favorable environment, showing fondness towards them and making efforts to help these children. Above all, the authors have to be willing, to know and be able to do this as parents and precisely as teachers.     

A breakfast club for children with emotional and behavioural difficulties

This article gives an account of the setting up of a breakfast club at a school for children with emotional and behavioural difficulties. The aim of the breakfast club was twofold: firstly, to improve the nutrition of students from areas of social deprivation, many of whom are also receiving medication for ADD/ADHD, known to suppress appetite and which can have effects on growth; and secondly, to improve the ethos of the school and enhance the social skills of students.     

Executive function and temperamental fear concurrently predict deception in school-aged children

The decision to intentionally withhold truthful information, or deception, is a key component of moral development and may be a precursor to more serious anti-social tendencies. Two factors, executive function (EF) and temperamental fear are each thought to influence childhood deception. Few studies, however, have explored deception in relation to both of these factors simultaneously. This was the goal of the present study. EF, as measured by a working memory (WM) task, and temperamental fear, as measured via maternal report were assessed in relation to observed deceptive behavior among six- to nine-year-old children (N = 43). Results showed that children displaying high WM capacity and high temperamental fear were more likely to exhibit deceptive behavior. Implications for predictors of childhood deception and applications for moral education are discussed.     

Parental involvement in supporting children with learning difficulties

Handbook of Mental Retardation and Development Jacob A. Burack, Robert M. Hodapp &;. Edward Zigler 1998 Cambridge, UK Cambridge University Press Paperback $53.95 Hardcover $145.00

Creating Kids Who Can Concentrate Jean Robb and Hilary Letts 1997 Rydalmere, NSW Hodder and Stoughton $24.95

Dyslexia: A Teaching Handbook 2nd. Edition Michael Thomson and Bill Watkins February, 1998 London, U.K. Whurr Publishers Ltd. $85.00

Boys and Literacy Nola Alloway and Pam Gilbert 1997 Carlton, Victoria Curriculum Corporation Professional Development Units $59.95 Teaching Units $39.95

Living With Learning Disabilities. A Guide for Students David E. Hall, M.D.1993 Minneapolis, USA Lerner Publications Company     

Teaching gifted children with learning difficulties in writing

Abstract

This study investigated the teaching of gifted children in a Montessori school, with particular reference to gifted students with learning difficulties in writing. Within an action research context, the teachers participated in professional development in the education of gifted children and were provided with ongoing curriculum and resources support. The teachers made modifications to their gifted students’ programs after this professional development. Positive outcomes in aspects of writing, such as punctuation, spelling, sentence control and text organisation, as well as improved social outcomes, were achieved by the gifted students with writing difficulties.     

Longitudinal correlates of reading comprehension difficulties in Chinese children

The present study explored the early predictors of reading comprehension difficulties in Chinese children. We originally recruited 290 Beijing and 154 Hong Kong children and further selected from each sample those (30 from Beijing and 22 from Hong Kong sample) in the lowest 25 % on reading comprehension tests across the last two consecutive testing years (Beijing: ages 9 and 10; Hong Kong: ages 8 and 9) as poor comprehenders. These groups were matched to a group of children from the same sample whose reading comprehension was above 30 % across the two final years and matched on mothers’ education levels, age, nonverbal reasoning at age 4, and Chinese word reading across the same final two consecutive years. We then examined early linguistic/cognitive skills at ages 5–9 that could distinguish the poor and typically developing groups in each city separately. Compared to the control group, poor comprehenders from both samples performed significantly and consistently worse on word reading at early ages, and generally worse on morphological compounding awareness, phonological awareness, and vocabulary knowledge from ages 6 and onwards. In addition, lexical tone sensitivity across ages and grammatical sensitivity (administered at age 5 only) failed to distinguish the two groups for the Beijing sample but did for Hong Kong children.