Memory performance of children with dyslexia: a comparative analysis of theoretical perspectives

This study examined the memory performance of children with reading disabilities (RD) using methodology representative of three theoretical perspectives on RD subtypes: the phonological deficit, dual route, and phonological-core variable-difference models. Analyses compared the serial memory, verbal learning, and abstract visual-spatial memory performance of 45 children with RD to that of chronological-age (CA)- and reading-level (RL)-matched controls, using subtype identification methods from each of the theoretical models to classify children with RD. Phonological deficit and dual route comparisons indicated that children with RD, regardless of subtype, performed more poorly than CA- and better than RL-matched participants on all memory tasks. Phonological-core variable-difference methodology yielded three RD subtypes, two of which exhibited distinctive memory deficits relative to both CA and RL control groups. The phonological-core variable-difference model accounted for more variance in memory performance than either of the other two models.     

Module Development Through Peer-assisted Student Support: An initial evaluation

The importance of effective module development in terms of content and delivery is becoming increasingly significant within higher education. The majority of evaluation exercises are relatively static and reactive, predominantly utilising standardised evaluation questionnaires. This paper examines the effectiveness of utilising peer-assisted student support, a form of student-centred learning to provide module feedback that cannot be easily identified through traditional methods. Data from meeting logs, observations, interviews and questionnaires demonstrates that student-centred learning feedback can enhance module development, identifying and prompting effective remedial action in shorter timescales. The paper therefore concludes that feedback from student-centred learning initiatives is a viable and dynamic alternative to traditional modes of module development that requires further consideration .     

Influence of ingesting a carbohydrate‐electrolyte solution on endurance capacity during intermittent,high‐intensity shuttle running

The aim of this study was to examine the effects of ingesting a carbohydrate‐electrolyte solution on endurance capacity during a prolonged intermittent, high‐intensity shuttle running test (PIHSRT). Nine trained male games players performed two exercise trials, 7 days apart. On each occasion, they completed 75 min exercise, comprising of five 15‐min periods of intermittent running, consisting of sprinting, interspersed with periods of jogging and walking (Part A), followed by intermittent running to fatigue (Part B). The subjects were randomly allocated either a 6.9% carbohydrate‐electrolyte solution (CHO) or a non‐carbohydrate placebo (CON) immediately prior to exercise (5 ml kg^‐1 body mass) and every 15 min thereafter (2 ml kg^‐1 body mass). Venous blood samples were obtained at rest, during and after each PIHSRT for the determination of glucose, lactate, plasma free fatty acid, glycerol, ammonia, and serum insulin and electrolyte concentrations. During Part B, the subjects were able to continue running longer when fed CHO (CHO = 8.9 ± 1.5 min vs CON = 6.7 ± 1.0 min; P < 0.05) (mean ± s.e.m.). These results show that drinking a carbohydrate‐electrolyte solution improves endurance running capacity during prolonged intermittent exercise.     

The Influence of Digital Interactive Textbook Instruction on Student Learning Preferences,Outcomes, and Motivation

This study examined achievement when an interactive textbook (iBook) was used in place of lecture to teach students to create instructional flipcharts for a Promethean interactive whiteboard. The study was conducted with students enrolled in a required technology course for teachers at a large research-intensive university in the southeastern United States. Further, the study examined the iBook group's perceptions of the benefits and challenges of using an interactive text as an educational tool. The results showed a significant difference in the achievement of students who received instruction delivered through the use of the interactive textbook versus those who received lecture instruction. In addition, the participants indicated that the iBook provided a new way of learning, and also motivated them to learn, made learning more exciting, increased their attention toward instruction, was more efficient, and increased their interest in the class. A few students disliked viewing in landscape view versus portrait view, felt more cues were needed to alert less intuitive multimedia components, and desired access extended to Android platforms. (Keywords: 21st-century skills, interactive textbooks, iBooks, ebooks, teacher education)     

Maternal Literacy Beliefs and the Quality of Mother-Child Book-reading Interactions: Assoications with Children's Early Literacy Development

This study examined the relation among mothers' literacy-related beliefs, the home literacy environment, the quality of mother–child book-reading interactions, and children's development of early literacy skills. The participants of this study were 60 mothers and their 4-year-old children. After controlling for mothers' educational attainment, mothers' literacy beliefs were positively related to the quality of home literacy environments and the instructional and affective quality of joint book-reading interactions. The quality of children's home literacy environments and mother–child joint book-reading interactions was related to children's development of early literacy skills. Findings are discussed in relation to the importance of understanding the connection between parents' literacy beliefs and behaviors in designing effective literacy interventions and creating school and family literacy connections.     

Engaging the Business/Industrial Sector in Accessibility Research: Lessons in Bridge Building

This article examines challenges of engaging the business/industry sector in research on the use of information technology to enhance accessibility for people with disabilities in two areas of common interest—to employment and to public and retail services. The data presented arise from the joint effort of two research teams who independently encountered challenges in engaging private sector firms in their respective projects. Using a case study approach, the experiences of both groups were examined for themes representing factors that inhibited collaboration between research and business sectors, and those that enhanced collaboration. Trustworthiness of themes was established by submitting them for critique and feedback to key informants knowledgeable in both business and research. From a social systems theory perspective, findings suggest that the most important differences between research and business systems reside in the meaning of communication each uses, and differences in assumptions about and value placed on factors such as pursuit of new knowledge, the importance of marketability of findings, and so on. Additional complications arise in pursuit of research related to disability. Factors to build on when seeking research collaboration include an understanding of the language and culture of business systems, and the very real possibility of developing disability research into secondary goals that business systems typically pursue once the prime need for profitability has been at addressed (the notion of satisficing). Implications for communication between disability research and business systems are identified.     

School sector and socioeconomic inequalities in university entrance in Australia: the role of the stratified curriculum

One of the more persuasive arguments for school sector differences in students' educational performance is the role of the senior school curriculum, which is stratified, socially selective, and has an important bearing on educational outcomes. In addition, the stratified curriculum may also contribute to socioeconomic inequalities in education by directing students from higher socioeconomic backgrounds to the most beneficial aspects of the curriculum. This paper finds that course taken has strong effects on university entrance performance and participation, but its effects are largely independent of school sector and socioeconomic background. Only about 10% of the effect of attending an independent school on tertiary entrance performance can be attributed to course type (net of other factors) and about 14% of the effect of socioeconomic background. This suggests that curriculum stratification plays only a minor role in mediating the influences of school sector and socioeconomic background on educational outcomes.     

The ecological treatment of hyperkinesis

A model of hyperkinesis is introduced based on an ecological conception. The antecedents of hyperkinetic behavior are provided by a child's family environment, academic environment, and physiologic environment. These factors influence cognitive processes of the child. The consequences of hyperkinetic behavior often are undesirable, and so professional treatment is sought. Based on the ecological approach, effective treatment is multimodal and can involve the child, the family, and the school. No single approach to treatment is effective with all children.     

Dynamic post-activation potentiation protocol improves rowing performance in experienced female rowers

ABSTRACT

Post-activation potentiation likely acutely improves power-based performance; however, few studies have demonstrated improved endurance performance. Forty collegiate female rowers performed isometric potentiating (ISO), dynamic potentiating (DYN) and control (CON) warm-up protocols on a rowing ergometer, followed by a three-minute all-out test to evaluate their total distance, peak power, mean power, critical power, anaerobic working capacity (W’) and stroke rate. Fifteen-second splits were also analysed. ISO consisted of 5 × 5-second static muscle actions with the ergometer handle rendered immovable with a nylon strap, while DYN consisted of 2 × 10-second all-out rowing bouts, separated by a 2-minute rest interval. The participants were divided into high and low experience groups by median experience level (3.75 years) for statistical analysis. Significant differences (DYN > CON; p < 0.05) were found for distance (+5.6 m), mean power (+5.9 W) and W’ (+1561.6 J) for more experienced rowers (n = 19) and no differences for less experienced rowers (n = 18). Mean power in DYN was significantly greater than CON and ISO in the 15–30, 30–45, 45–60 and 60–75 second intervals independent of experience level. These results suggest that DYN may benefit experienced female rowers and that these strategies might benefit a greater power output over shorter distances regardless of experience.     

Challenges to the Cattell-Horn-Carroll Theory: Empirical,Clinical, and Policy Implications

ABSTRACT

The Cattell-Horn-Carroll (CHC) taxonomy of cognitive abilities married John Horn and Raymond Cattell’s Extended Gf-Gc theory with John Carroll’s Three-Stratum Theory. While there are some similarities in arrangements or classifications of tasks (observed variables) within similar broad or narrow dimensions, other salient theoretical features and statistical methods used for examining and supporting them are in direct opposition. In this article, the theoretical disagreements between Carroll and Cattell-Horn and theoretical incongruencies between their models are delineated, which raises substantive challenges to CHC. Additionally, there are practical and substantial measurement obstacles that further threaten practical application of CHC. We conclude that the problems are due to some fundamental differences that likely will not change, so call for an annulment of this arranged but unhappy marriage.