Does the Dynamic Indicators of Basic Early Literacy Skills Next Assessment Take a “Simple View” of Reading?

This study involved examination of the validity evidence of the Dynamic Indicators of Basic Early Literacy Skills–Next Edition (DIBELS Next) for a sample of 85 third- and fifth-grade students, in reference to the “simple view” of reading. Tests administered included DIBELS Next, Peabody Picture Vocabulary Test–IV (PPVT–IV), Group Reading Assessment and Diagnostic Evaluation (GRADE), and the New York State English Language Arts (NYSELA) test. DIBELS Next Oral Reading Fluency (ORF) and Daze scores were significantly correlated with GRADE and NYSELA scores. Daze scores also explained significant variance in GRADE scores beyond ORF only at third grade and not NYSELA scores at either grade. PPVT–IV scores explained significant variance in GRADE scores beyond ORF at both grades but only NYSELA at third grade. GRADE Vocabulary explained variance in both measures of comprehension and at both grade levels. Research and educational implications of these findings are discussed.     

Cultural challenges in Hong Kong to the implementation of effective general education

Hong Kong's higher education system is undergoing an enormous change. At great cost, higher education and the school systems that feed into it are moving from a three-year university system that favored early specialization within a discipline and very few conversations across disciplines to a four-year university system to be fully implemented with the beginning class of 2012. This move will provide a framework in which disciplinary study is grounded in broader knowledge that encourages self-directed learning, critical thinking, and an understanding of the role of individual in society. So what are the cultural challenges to attaining these far-reaching goals? This essay attempts to delineate some of them, make some comparisons to the US, and also present some suggestions for meeting the challenges.     

Importance of Ability Grouping in French “Collèges” and its Impact upon Pupils’ Academic Achievement

This article tries to assess the prevalence and learning consequences of ability grouping in French lower secondary schools (collèges). The article shows that ability grouping is in fact relatively widespread in France and has a strong local connotation. In terms of pupil learning, the article stresses that the better the class they attend, the better students tend to perform. However, a heterogeneous context proves to be more favourable (for low achievers, a homogeneous class is the worst case). The results also stress the existence of a potential conflict of interest between the policy-maker and the actors of the system. Résumé L’article vise à évaluer l’importance de l’organisation des études en groupes de niveau dans le premoier cycle secondaire en France ainsi que ses conséquences en termes d’acquisitions des élèves. L’article montre en premier lieu que cette pratique est en fait relativement fréquente dans les établissements français tout en ayant une dimension locale assez accentuée. En termes d’acquisitions, l’article souligne que les progressions des élèves ont tendance à être d’autant meilleures que le niveau moyen des élèves de la classe est élève; cependant, un contexte hétérogène s’avère aussi le plus favorable (un contexte homogène étant la pire des choses pour les élèves faibles). Les résultats soulignent aussi l’existence d’un conflit potentiel d’intérêt entre le décideur du système qui vise des onjectifs généraux et les différents acteurs (enseignants, parents d’élèves) qui visent leurs intérêts particuliers.     

The socio‐emotional needs of children with dyslexia in different educational settings in Ireland

This paper reports on a four‐year research project examining the experiences of children with dyslexia in mainstream schools and reading schools/classes. The focus of this paper is on the socio‐emotional effects of dyslexia on a group of children attending a reading school/class for a specific duration before returning to mainstream. The findings suggest that while the primary focus of attending such a placement is to attain greater levels of literacy, other gains such as increased positive socio‐emotional manifestations and confidence are also evident. Therefore, the emotional elements of learning must work in tandem with the academic elements in helping children with dyslexia access the curriculum in full. The roles of attribution, motivational and expectancy theories are explored and how a comprehensive understanding of these theories can help teachers explain and respond to the exhibited behaviours of children with reading difficulties.     

Collecting Sex Materials for Libraries

ABSTRACT

This article analyzes data gathered over a year-long survey of library employees' opinions of sexually related materials in library collections. Surveys generally examine patron attitudes rather than the attitudes of library employees, whose attitudes and beliefs can have a strong effect on the collection. The researchers discovered themes in the data, such as varying definitions and differences between pornography and erotica, legality issues and misconceptions, differing perceptions of censorship dependent on library type, and a possible lack of acceptance of non-heteronormative material. The survey and analysis serve as a contribution to the ongoing discussion of appropriateness of sexually related materials in libraries.     

Voter Identification Laws: An Annotated Bibliography

This annotated bibliography is intended to serve as a guide for anyone researching voter identification laws. The bibliography describes research methodology, summarizes law journal articles, and notes useful electronic resources for tracking recent developments on this topic.     

When “Sugar and Spice” Turn to “Fire and Ice”: Factors Affecting the Adverse Consequences of Relational Aggression among Adolescent Girls

This study investigated factors affecting the relative harm of relationally aggressive acts among adolescent girls. One hundred twenty-seven high school girls completed a survey in which they described an event where another girl did something to them that was mean or hurtful. Girls also completed measures of the extent to which the aggressive act threatened their positive face, and the extent to which the aggressive act led them to experience negative affect. Results supported the prediction that aggressive acts committed by girls who were more popular than the victim were associated with greater perceived face threat and negative affect than aggressive acts committed by girls who were equally popular or less popular than the victim. In addition, events in which the perpetrator involved other individuals in the commission of aggression were associated with greater perceived face threat and greater negative affect than events in which the perpetrator acted alone. Contrary to predictions, degree of interpersonal closeness between the victim and the perpetrator just prior to the aggressive act was not associated with perceived face threat or degree of negative affect.     

Embarrassment: The effects of embarrassor and target perceptions

This study investigated the role perception plays in embarrassing situations between same‐sex friends. We argued that when two same‐sex friends share a common experience where one was embarrassed due to something the friend did or said, the embarrassors and targets would differ in (a) their perceptions relating to the degree of embarrassment falt, (b) their attribution of intentionality, and (c) the degree to which the embarrassment affected their relationship. One hundred and sixty‐three same‐sex friend dyads were asked to report their perceptions about a commonly shared embarrassing incident. Results showed that only 52.5% (n = 84) of the embarrassors recognized that the target experienced embarrassment. Further analyses were then conducted on these 84 dyads. We found that embarrassors and targets tend to agree on the intent of the embarrassor. However, no associations were found between perspective and degree of embarrassment felt nor degree of relationship consequences. Implications of the findings and limitations are discussed.     

Taking the Mountain to Mohammed: The Effect of Librarian Visits to Faculty Members on Their use of the Library

Much has been written on liaison programs and faculty perceptions thereof, but little has been written on the effectiveness of specific liaison activities. This article contains the results of a survey that asked faculty to indicate whether meeting individually with a librarian changed their use of library services and resources. Although it was sent to only a small number of faculty (30), 40% of those who were contacted responded to the survey. Of those who responded, 92% indicated that meeting with a librarian had increased their use of at least one library resource or service.