An Evaluation of Body Image Assessments in Hispanic College Women: The Multidimensional Body‐Self Relations Questionnaire and the Appearance Schemas Inventory–Revised

The authors evaluated the utility of the Multidimensional Body‐Self Relations Questionnaire (MBSRQ; Brown, Cash, & Mikulka, 1990 ) and the Appearance Schemas Inventory–Revised (ASI‐R; Cash, Melnyk, & Hrabosky, 2004 ) by administering the instruments to Hispanic female college students. Results indicated that the means of the MBSRQ and the ASI‐R differed significantly from previously published norms but evidenced adequate internal consistency reliability. However, further research is needed to examine these constructs within this population.     

Reading fluency: The whole is more than the parts

This study examined the relative contributions of phonological awareness, orthographic pattern recognition, and rapid letter naming to fluent word and connected-text reading within a dyslexic sample of 123 children in second and third grades. Participants were assessed on a variety of fluency measures and reading subskills. Correlations and hierarchical multiple regression analyses were carried out to explore these relationships. The results demonstrate that phonological awareness, rapid letter naming, and orthographic pattern recognition contribute to word-reading skills. Furthermore, rapid naming, orthographic pattern recognition, and word reading fluency moderately predict different dimensions of connected-text reading (i.e., rate, accuracy, and comprehension) whereas phonological awareness contributes only to the comprehension dimension of connected-text reading. The findings support the multidimensional nature of fluency in which the whole is more than its parts.     

Preservice teachers’ perceptions of learning environments before and after pandemic-related course disruption

Learning Environments Research - When the 2020 semester began in the USA in January, it was unimaginable that the near-total closure of educational system across the globe would become the new...     

The achievement gap: The impact of between-class attainment grouping on pupil attainment and educational equity over time

Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between-class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets.