Efficacy of Fast ForWord training on facilitating acquisition of reading skills by children with reading difficulties—A longitudinal study

We explored the effects of Fast ForWord (FFW) training on reading and spoken language skills in children with difficulties in phonemic awareness and word identification. Gains were examined both immediately after treatment and over a period of two years. In the short term, children who received FFW training were compared to children who received Orton Gillingham (OG) training. The FFW group was also compared to a matched longitudinal control group (LC); all participants in the FFW and LC groups received similar multisensory structured language instruction over two academic years. The FFW and OG groups made similar gains in phonemic awareness. However, the children who received FFW training did not show significant gains in word identification or word attack whereas the children who received OG training made significant gains in word attack. Immediately after treatment, the FFW group showed significant gains in speaking and syntax, but these gains were not maintained over two years. The FFW group did not differ significantly from the LC group in any areas over the two years. Children in both groups made significant progress in phonemic awareness and reading.     

Achievement goals and academic achievement: A closer look at moderating factors

Two recently published meta-analyses (Huang, 2012, Hulleman et al., 2010) have focused on the association between achievement goals and achievement outcomes. These meta-analyses differed to some extent, e.g., regarding the identified moderators. The present meta-analysis serves to clarify those heterogeneous findings by considering more studies through 2011 and by considering more moderators. Our literature search identified 180 publications (N = 81 947). Analyses (using random effects models) revealed small but significant associations between achievement goals and achievement outcomes (r = −.12 to r = .13; all ps < .01; global performance goals: r = .01, p > .05). The results of the present moderator analyses differed from those of the previous meta-analyses. For example, in contrast to Huang (2012), we were able to find several moderators of the association between performance-approach goals and academic achievement. The results have several important implications, especially regarding the assessment of achievement goals.     

The mathematical strengths and weaknesses of children with dyslexia

This paper reports the findings of two related studies that examined the mathematical strengths and weaknesses of children with dyslexia. In study one, dyslexic children were compared to children without special educational needs on tests that assessed arithmetic fact recall, place value understanding and counting speed. Study two used the same methodology, but matched the dyslexic children with the non‐dyslexic children on a number of factors, including intellectual ability. This excluded the possibility that confounding variables accounted for the differences between the groups in study one. Both studies indicated that the dyslexic children had slower and less accurate number fact recall than the non‐dyslexic children, but had unimpaired place value understanding. The results for counting speed were more equivocal, but there was a trend for the dyslexic children to be slower counters. The results suggest that dyslexia is not normally associated with a general mathematical impairment, but rather an uneven profile of skills. This profile can be explained in terms of the phonological processing weaknesses associated with dyslexia. The finding that dyslexic children have a specific difficulty recalling arithmetic facts suggests that a teaching programme that emphasises mental methods may disadvantage them.     

Interpretation of academic strengths and weaknesses on the peabody individual achievement test

The Peabody Individual Achievement Test yields scores in Mathematics, Reading Recognition, Reading Comprehension, Spelling, and General Information. In order to determine academic strengths and weaknesses, the test Manual suggests a pairwise comparison system to determine when one academic area is significantly different from another. The aim of the present study was to develop a more efficient system of determining academic strengths and weaknesses relative to a child's average performance on the entire test than the pairwise technique advocated by the authors.     

A closer look at the Mulliken-Barker test

Qualitative analysis of unknown organic compounds is an essential part of the core curriculum for BSc and MSc students in chemistry. The functional group detection is a significant component of qualitative analysis. The present work describes the reason for the failure of Mulliken-Barker test for nitro compounds having carboxylic acid functionality and suggests a possible remedy.     

旅游文化的社会学探讨

文章以社会学为视角,观察旅游文化现象。作者运用人类文化学和社会学理论和方法,指出旅游的本质是人类的文化需求,社会学的许多分支学科都能解释旅游文化现象,并有助于旅游学科的完善。     

百年回眸“想亲亲”——20世纪中国情歌创作初探

以现代作曲技术进行情歌创作是20世纪中国音乐艺术的重要现象。通过历史回顾、技术解析和理性认识三个方面,对这一重要的音乐创作进行总结与探讨。     

Education for freedom: A look at the pedagogy of Freire

In the first two issues of Volume II,Prospects published articles written by Latin American educators for the International Commission on the Development of Education.At a time when several countries of that region are undertaking reforms of their educational systems (see Vol. II, No. 4, the article by Augusto Salazar Bondy), Alberto Silva's analysis, through its emphasis on Paulo Freire's educational methods, seems to be appropriate in order to eopen thought and controversy on this line of thinking. Author of L'École hors de l'École: lÉducation des Masses.     

A new look at the age of technology

Dr Margaret Mead received the Kalinga Prize for 1970 on 2 December 1971, at a ceremony presided over by René Maheu, Director-General of Unesco.The Kalinga Prize is awarded annually by Unesco to a scientist, writer, editor, speaker or radio programme editor whose work has significantly contributed to the interpretation of science as an instrument for improving the welfare of mankind, enriching the culture of nations and answering human and social problems. It was established in 1951, and is based on a grant made by B. Patnaïk, from the State of Orissa, India. Prospects reprints here the text of Dr Mead's speech: Margaret Mead is a prominent anthropologist and author of many works, including Sex and Temperament in Three Primitive Societies, Male and Female, Culture and Commitment: A Study of the Generation Gap,and A Rap on Race (with James Baldwin).     

A new look at comprehension instruction for disabled readers

The traditional specific skills approach to comprehension instruction is no longer considered useful since research has demonstrated that comprehension is a holistic process. However, one must break down the process in some way in order to teach it. Three models of comprehension instruction that attempt to break down the process are described. Strengths and weaknesses of each of the three models: text-based instruction, explicit comprehension instruction, and a combined model, are discussed. Techniques which are exemplars of each of the models are described in relation to their use with reading-disabled children. The combined model of comprehension instruction is recommended because it joins the goal of understanding the text with helping children learn how to learn.     

Written verb use and diversity in children with Developmental Language Disorder: stepping stones to academic writing

Reading and Writing - Verb use and the production of verb argument structure in the written texts of children in elementary school is a key stepping stone towards academic writing success that has...     

Frameworks for Language Study at A Level

This article argues that students of language study at A level need opportunities to build a broad foundation for exploring language experience, familiar issues and accessible concepts using practical activities and informal discussion if they are to develop their understanding of the more formal and systematic aspects of language theory. Teachers need familiarity with the staging points which correspond to different levels of students' understanding, and access to frameworks for language study which are sufficiently detailed to enable them to recognise growth points and build on students' achievements.     

A look at the single parent family: Implications for the school psychologist

The purpose of this article is to: (a) review briefly the efects on parents and children of living in a single parent family, and (b) to suggest ways in which a school psychologist can aid schools and single parent families in dealing more effectively with this type of structure. School-based interventions for children and parents are presented. These include achievement and behavioral assessment, evaluation of a child's support systems, counseling groups, bibliotherapy, parent education classes, in-service training for teachers, and referrals to community agencies. Changes in administrative policies to meet the needs of single parent families are suggested.