Early schooling: its influence on reading comprehension at primary level / Escolarización temprana: su influencia sobre la comprensión lectora en primaria

Abstract

Early schooling may influence the future academic results of students. In spite of this, there are very few studies providing evidence to demonstrate such an influence, with children under three being included in the notion of early schooling, as is the case in this study. We analyse the influence of this kind of education on the reading comprehension of fourth year primary students in Spain, on the basis of the data obtained from the Progress in International Reading Literacy Study (PIRLS) of 2011. Given the type of sampling used with PIRLS, with its hierarchical structure, we estimate multilevel educational production functions. The results obtained indicate that early schooling, as well as the socio-economic and cultural background of families, has a positive effect on students’ results in reading comprehension. These results support proposals for widening opportunities for receiving free education in early childhood, at least for socio-economically disadvantaged families, in order to compensate for the lack of early schooling received by their children and the consequent effects this has on their reading skills.     

Anti-racism activism among Black adolescents and emerging adults: Understanding the roles of racism and anticipatory racism-related stress

This study examines associations between individual racism, anticipatory racism-related stress, and anti-racism activism among Black adolescents (n = 443; M_age = 15.6; 57.4% female) and emerging adults (n = 447; M_age = 23.8; 77.6% female). The authors tested competing hypotheses about associations between individual racism and anti-racism activism on anticipatory racism-related stress. Findings indicated anticipatory racism-related stress may be both a catalyst and consequence of engagement in anti-racism activism for Black adolescents and emerging adults. Results for each age group varied by type of stress (physiological; psychological) and activism (low-risk; high-risk). Supporting youth engagement in anti-racism activism without increasing anticipatory racism-related stress is a key priority for meaningfully advancing scholarship on the development of anti-racism and pursuit of racial justice.     

Parental child abuse potential and subsequent coping competence in disadvantaged preschool children: moderating effects of sex and ethnicity

This study evaluated the effects of abuse potential in parents on subsequent coping competence domains in their children, using a model empirically supported in a high-risk community sample by Moreland and Dumas (2007). Data from an ethnically diverse sample of 579 parents enrolled in the PACE (Parenting Our Children to Excellence) program was used to evaluate whether parental child abuse potential assessed at pre-intervention negatively contributed to child affective, achievement, and social coping competence in preschoolers one year later, and whether these associations were moderated by sex or ethnicity. Cross-sectional results indicated that parental child abuse potential was negatively related to child affective and achievement coping competence, after accounting for variance associated with child behavior problems. However, child abuse potential was not predictive of subsequent coping competence in any domain after controlling for previous levels of child coping competence. No moderating effects were found for sex and ethnicity, but results showed main effects of sex and ethnicity in cross-sectional analyses. Clinical implications and future directions are discussed.     

Early social communication development in infants with autism spectrum disorder

Social-communication differences are a robust and defining feature of autism spectrum disorder (ASD) but identifying early points of divergence in infancy has been a challenge. The current study examines social communication in 9- to 12-month-old infants who develop ASD (N = 30; 23% female; 70% white) compared to typically developing (TD) infants (N = 94, 38% female; 88% white). Results demonstrate that infants later diagnosed with ASD were already exhibiting fewer social-communication skills using eye gaze, facial expression, gestures, and sounds at 9 months (effect size: 0.42–0.89). Moreover, three unique patterns of change across distinct social-communication skills were observed within the ASD group. This study documents that observable social-communication differences for infants with ASD are unfolding by 9 months, pointing to a critical window for targeted intervention.     

Immersive VR for Organic Chemistry: Impacts on Performance and Grades for First-Generation and Continuing-Generation University Students

Innovative Higher Education - Rapid advances in the quality and accessibility of immersive virtual reality (IVR) have brought about intense interest in applications of the technology within higher...     

Demographic,Academic and Psychological Profile of Students Attending Counseling Services at the University of Granada (Spain)

The Spanish educational system, in general, and particularly at the university level, is characterized by the lack of systematic and quantitative evaluative research. This lack of data based research is particularly problematic due to the significant reforms that are currently taking place. Decisions are being made at political, administrative, and educational levels that are not substantiated by meaningful research. To address these concerns, this study focuses upon providing empirical data from students who attend the University of Granada and who have sought services from Counseling Services. This paper provides data concerning the demographic, academic and psychological characteristics that impact students adaptation to the Universitys academic and personal challenges.Ph.D. student at the University of Granada in the Department of Developmental and Educational Psychology.Received her degree in Psychology from the University of Asucion (Paraguay). She is currently a Ph.D. student at the University of Granada and has received a grant to work in Counseling Services.Ph.D. student at the University of Granada in the Educational Intervention in Educational and Developmental Contexts program, offered through the Department of Developmental and Educational Psychology.     

Investigating the feasibility of using assessment and explanatory feedback in desktop virtual reality simulations

Educational technology research and development - There is great potential in making assessment and learning complementary. In this study, we investigated the feasibility of developing a desktop...     

Nontraditional Students' Service Needs and Social Support Resources: A Pilot Study

In response to a mail survey, 53 nontraditional undergraduates provided information about their reasons for reentering college, the likelihood of using services for nontraditional students, and sources of social support. Participants reported career, self‐improvement, and family issues as primary reasons for reentry. They reported they would be likely or very likely to use campus services, especially career counseling. More than 60% reported strong social support from family and friends.