On the differential diagnosis of reading,attentional and depressive disorders

Children may present with reading and/or attentional and/or affective (depressive) disorders in childhood. Although reading problems are more readily identifiable, childhood attentional and affective disorders can be difficult to recognize and diagnose. Here are discussed a number of complex and potentially confusing ways in which reading, attentional and affective disorders may be related: a primary problem in one area may result in problems in another; one disorder may look like another; and/or a child may simultaneously present two or all three primary disorders. Current clinical practice and recent and ongoing research is presented to clarify the changing definitions and potential relationships of these three childhood disorders to aid the process of differential diagnosis.     

Dimensions of Time in the Jewish Educational Thought of Joseph Lukinsky: Reflections on Maybe the Lies We Tell Are Really True edited by Barry Holtz and David Kahn (JTS,New York 2016)

ABSTRACT

This article represents a first attempt to analyze and synthesize the theological, hermeneutic, and educational insights of Joseph Sander Lukinsky, who was one of the foremost Jewish educational thinkers and master practitioners of recent times. Particular attention is paid to Lukinsky’s theology of revelation, to his educational theory, his hermeneutic orientation, and his practical pedagogy. The conclusion represents an effort to integrate the major insights gathered from these areas into a coherent web of thought.     

Do Preschool Children Recognize Auditory-Visual Numerical Correspondences?

The present study investigated the ability of 3- and 4-year-old children to perform tasks which require matching sets of sounds to numerically equivalent visual displays. We found that 3-year-olds performed at chance on the auditory-visual matching task, while 4-year-olds performed significantly above chance. There is evidence that mastery of the linguistic counting system is related to success on this task. These findings are unexpected given previous research reporting that 6–8-month-olds can detect the numerical equivalence between a set of sounds and items in a visual display.     

‘Core Subjects’ Policy and Arts Education for the Rich

What happens to art education when the national school curriculum in Israel follows a ‘core subjects’ policy? Allocating only two hours for all five art subjects (visual arts, music, drama, dance and cinematic arts) that remain outside the core curriculum increases the social‐economic gap between children whose parents can fund their art education privately and children whose parents cannot afford this. This also has worrying consequences for art teachers (most of them women) deprived of job security.     

A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children

The primary objective of this study was to obtain a multidimensional picture of parent involvement in kindergarten. Participants in this study were 307 low‐income, ethnic minority children and their primary caregivers in a large, urban school district in the Northeast. Results revealed that kindergarten parent involvement dimensions (i.e., from the Parent Involvement in Children's Education Scale; Fantuzzo, Tighe, McWayne, Davis, & Childs, 2002) were congruent with those established with preschool (Head Start) parents. Multivariate relationships were found between kindergarten parent involvement dimensions and children's social and academic competencies. Parents who actively promote learning in the home, have direct and regular contact with school, and experience fewer barriers to involvement have children who demonstrate positive engagement with their peers, adults, and learning. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 363–377, 2004.     

In Their Own Words: Teachers' Reflections on Adaptability

Current research explores adaptability by gathering teachers' reflections on their adaptations. However, the field knows little of what the term adaptability means to teachers who currently teach in today's educational context. In this article, adaptability is discussed from the perspectives of 3 practicing classroom educators, teaching in various contexts (geographic region and grade level). Teachers' voices of adaptability are examined and a definition of adaptability is discussed. Obstacles are presented in these teachers' efforts to adapt their instruction in their respective contexts. Teachers then discussed the ways in which they navigated these obstacles to modify their instruction to fit a variety of learners and experiences despite these constraints.     

The role of maternal mediation of writing to kindergartners in promoting literacy in school: A longitudinal perspective

The current study follows up on Aram andLevin's (2001, Cognitive Development, 16, 831–852)analysis of the role of maternalwriting mediation among low SES Israelikindergartners. That study's main findingindicated that the quality of maternal writingmediation correlated concurrently withkindergartners' literacy skills aftercontrolling for socio-cultural measures. Thepresent study followed up the participants tothe second grade in school, and evaluated theirlevel of Spelling, Reading Comprehension, andLinguistic Knowledge two and a half years later. Theresults indicate that the children's literacymeasures in school were predicted by maternalwriting mediation in kindergarten beyond SESand the early literacy measures assessed in thekindergarten (Word Writing and LinguisticKnowledge). These results highlight thesignificance of early maternal writingmediation as a major factor in literacydevelopment.