Do Consonant Sonority and Status Influence Syllable-Based Segmentation Strategies in a Visual Letter Detection Task? Developmental Evidence in French Children

This article queries whether consonant sonority (sonorant vs. obstruent) and status (coda vs. onset) within intervocalic clusters influence syllable-based segmentation strategies. We used a modified version of the illusory conjunction paradigm to test whether French beginning, intermediate, and advanced readers were sensitive to an optimal “sonorant coda–obstruent onset” sonority profile within the syllable boundaries as a cue for a syllable-based segmentation. Data showed that children used a syllable-based segmentation that improved with reading skills and age. The results are discussed to support that the visual letter detection within pseudowords primarily and early relies on acoustic-phonetic cues within the syllable boundaries, whereas the syllable effect seems to be developmentally constrained by reading skills and age.     

Utilising creative methodologies to elicit the views of young learners with additional needs in literacy

The research described in this article aimed to explore and examine the dominant ‘assessment’ and ‘participation’ stories of upper‐primary pupils with long‐standing and marked literacy learning needs, their views on how their level of participation in the assessment and remediation of their additional needs might be increased and also how they perceive themselves as literacy learners. This qualitative small‐scale study adopted a case study approach and utilised creative methodologies in the context of focus groups to investigate sensitively the views and experiences of Key Stage 2 pupils with additional needs in literacy. The findings discussed here are based on the outcomes from the four Northern Irish schools that participated in the original cross‐border (Northern Ireland/Republic of Ireland) study. Findings are discussed in the context of strategies for promoting holistic and empowering pathways for learners with additional needs in literacy.     

Evaluating the teaching and learning experience for the child with dyslexia in special and mainstream settings in Ireland

This study examines and evaluates special provision for pupils with dyslexia in three different settings: reading schools, reading units and mainstream support. The research focused on the teaching and learning context for pupils with dyslexia, the support teacher, the mainstream teacher and the experience of the student. The main participants were teachers and tutors supporting pupils with dyslexia, and the parents of these children. Survey methods included questionnaires, focus group discussions, interviews and quantitative data on pupils' reading attainment. In addition, a total of six schools, two representing each model of support, were selected as case studies. This article reports part of a larger survey, which evaluated the effectiveness of three models of special provision for children with dyslexia in primary school. The study shows that there are academic and social benefits for the child with dyslexia who is enrolled in a special setting. However, placement in a reading school or reading unit per se does not guarantee that a child will ‘catch up’ with his or her peers. The findings reported a similarity in the methods and practices teachers use in both mainstream and special settings. The discussion suggests that if teachers are to ‘catch them before they fall’ there are serious questions that must be asked about how we are teaching basic literacy skills. The findings suggest an urgent need for a more balanced approach to teaching reading and writing.     

Postponement in the completion of the final dissertation: an underexplored dimension of achievement in higher education

Research on academic achievement at a university has mainly focused on success and persistence among first year students. Very few studies have looked at delay or failure in the completion of a final dissertation. However, this phenomenon could affect a substantial proportion of students and has considerable costs. The purpose of the present study is to identify factors which predict postponement in the completion of the final dissertation. Several potential predictors (e.g., background, personality, social support, motivational beliefs, and engagement) were selected through an integrative review of the literature on achievement in higher education. A questionnaire assessing these variables was administered to 341 students a few months before the deadline for their final dissertation. Results indicate that perceived peer support, perceived relatives support, role conflict, and age have an independent and significant effect on whether or not the final dissertation is completed on time. In addition, self-efficacy and behavioral engagement appeared to be mediators of the relationship between the social support and the final dissertation completion.     

Muscle oxygenation and EMG activity during isometric exercise in children

The aim of this study was to examine the time-course of and the relationships between muscle oxygenation, blood volume and myoelectrical manifestations during isometric exercise in children. Twelve healthy children aged 12.5 +/- 1.2 years (mean +/- s) performed an isometric knee extension at 50% of their maximal voluntary contraction (MVC) until exhaustion to assess endurance time (limit time, T(lim)). Changes in muscle oxygenation and blood volume were assessed by near infrared spectroscopy (NIRS). The root mean square (RMS) amplitude and the mean power frequency (MPF) from electromyogram (EMG) signals were obtained, as NIRS parameters, from the vastus lateralis. Mean T(lim) was 117 +/- 34 s. The muscle oxygenation and blood volume curves decreased immediately at the beginning of exercise. Maximal deoxygenation occurred at 50% T(lim), and fell by 76.9% from the resting value. Similarly, minimal blood volume was observed at 50% T(lim); it reached a plateau that lasted until the end of exercise. The kinetics of the MPF and RMS curves were inversely related to time. At the last set of exercises (after 75% T(lim)), a steeper RMS curve and an abrupt decrease in the MPF curve were observed. Significant correlations (r) between muscle oxygenation, blood volume, root mean square amplitude and mean power frequency were observed, which ranged from 0.72 to 0.99. These findings suggest that the fatigue resulting from sustained isometric exercise is related to a decrease in oxygenation and blood volume.     

Engineering Education in ERASMUS: an overview

The ERASMUS Programme has meant a leap forward in both the quality and the quantity of student exchange programmes in engineering. About 4700 engineering students will be involved in the first three years of the programme. There is a variety of organisational patterns in the inter-university co-operation programmes, ranging from bilateral exchanges of short duration (three months) to fully integrated multilateral programmes leading to a double qualification. The ERASMUS exchanges have proved to be highly beneficial to students: in addition to the basic academic training, the period abroad allows students to improve their language proficiency, obtain cultural and social enrichment, and develop important personal virtues like openness, adaptability and the ability to stand on their own feet.