Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions

Children at risk for early reading difficulties were identified on entry into kindergarten, and half of these children received small-group intervention two to three times a week during their kindergarten year. The other half received whatever remedial assistance was offered by their home schools. These children were again assessed at the beginning of first grade, and those who continued to have difficulties in reading received either one-to-one daily tutoring offered by project teachers from the beginning to the end of first grade or whatever remedial assistance was offered by their home schools over the same time period. All target children were periodically assessed through the end of third grade. Results suggest that either kindergarten intervention alone or kindergarten intervention combined with first-grade intervention are both useful vehicles for preventing early and long-term reading difficulties in most at-risk children.     

Adjustment to college and prediction of depression during post-secondary transition

Many studies have reported an increase in mental health problems during post-secondary transition, often originating from high school years. The present study examined how depressive symptoms during the 2 years following the post-secondary transition could be predicted by, on the one hand, school performance, externalized and learning difficulties, and depressive symptoms before the post-secondary transition, and on the other hand, personal factors, family functioning, and adjustment to college after the transition. From a sample of 438 participants (M = 16.20, SD = 0.87) at time point 1, an integrated model was elaborated using structural equation modeling. The statistical analyses showed that the five constructs fit the data well. The path coefficients showed a negative relationship between externalized and learning problems as perceived by the teacher (ELPT) before the transition and academic performance (AP). Personal characteristics (PC) negatively predicted academic adjustment (AC) over time, whereas the path coefficients between the family factor (FF) and AC were not significant over time. ELPT and AP negatively predicted depression at time point 1. At time points 2 and 3, PC positively predicted depression, and depressive symptoms were positively related over time. The percentage of variance accounted for by the depressive symptoms increased over time.     

Validation of Weinbach's and Hanavan's Models for Computation of Physical Properties of the Forearm

Abstract

The purpose of the present study was to validate the Weinbach and the Hanavan models for the determinations of the forearm volume and center of mass. The study was conducted using 20 forearms from six male and four female cadavers. Results from the present investigation indicate that Weinbach's model is more accurate than Hanavan's model in estimating forearm volume and center of mass. The relative location of the center of mass and the center of volume was also investigated with the Weinbach model and these centers were found to coincide. The Hanavan model should be used only in the cases where the shape of the forearm closely resembles that of a truncated cone.     

Do Stability of Care and Teacher–Child Interaction Quality Predict Child Outcomes in Early Head Start?

Research Findings: This study examined whether children’s outcomes at age 3 were predicted by their experiences in Early Head Start (EHS), focusing on 2 key features of infant and toddler care: (a) stability of care and (b) teacher–child interactions. This study further explored potential interaction effects between stability of care and teacher–child interactions in predicting child outcomes. Three main results were found from secondary analyses of the recently released EHS longitudinal data set the EHS Family and Child Experiences Study (Vogel & Boller, 2009–2012). First, children who had stability of care (no teacher change) were rated as having fewer behavior problems and higher social competence. Second, children were rated as demonstrating better orientation/engagement and emotional regulation when they were in EHS classrooms observed to have higher emotional and behavioral support. Third, teacher–child interactions that are emotionally and behaviorally supportive may mitigate the potential drawbacks of experiencing instability of care on early social-emotional development. Study implications are discussed. Practice or Policy: Both stability and quality teacher–child interactions are important in center-based infant and toddler care, and ensuring quality teacher–child interactions is particularly important for children who experience teacher changes during their infant and toddler years.     

Shaun's Story: Troubling discourses of white working-class masculinities

This article tells the story of a hard-working, well-behaved, poor, white, working-class boy trying to achieve academically in a 'sink' inner-city boys' comprehensive school, whilst simultaneously trying to maintain his standing within the male peer group culture. In doing so, it raises questions about the possibilities of bringing together white working-class masculinities with educational success in inner-city working-class schooling. It is argued that to combine the two generates heavy psychic costs, involving young men not only in an enormous amount of academic labour but also an intolerable burden of psychic reparative work. Shaun's narrative also suggests that the problem of 'failing boys' cannot be solved through school-based initiatives. Until social processes of male gender socialisation move away from the imperative of privileging the masculine and allow boys to stay in touch with their feminine qualities, the problem of 'failing boys' will remain despite the best efforts of teachers and researchers.