A study of factors involved in early identification of specific language disability

The purpose of this study was to develop a testing plan for specific language disability, with the aim of locating significant items which could be used in a test battery suitable for administration, scoring, and interpretation in the schools. The battery was administered to a random sample of 150 first-grade children, at the beginning of the second semester of school. In addition, questionnaires were filled out by the parents and the teachers. Results indicated that scores on tests of all three modalities, visual, auditory, and kinesthetic, were significantly related to reading and spelling achievement, but that tests utilizing intersensory integration were more highly related. Oral language skills were also significantly related to the achievement tests. This study strongly supports the hypothesis that there is a major auditory component in the areas of reading and spelling. The questionnaires were considered a valuable adjunct to the test battery. Condensation of a dissertation presented in partial fulfillment of requirements for the degree of Doctor of Philosophy at United States International University, San Diego, California, November, 1969.     

午间的加尔各答

The sweat slowly trickles down the side of his face, collecting in a crease of his skin. He flicks his head, almost imperceptibly, jolting the bead to continue its journey towards his chin. Years of unrelenting sun have left their scorching impression on his skin. Deep lines etched     

Phonological processing deficits in specific reading disability and specific language impairment: same or different?

The aim of this study was to determine if phonological processing deficits in specific reading disability (SRD) and specific language impairment (SLI) are the same or different. In four separate analyses, a different combination of reading and spoken language measures was used to divide 73 children into three subgroups: poor readers with average spoken language (SRD), poor readers with poor spoken language (SRD + SLI) and average readers with poor spoken language (SLI). These groups were compared on five phonological processing measures. The SRD group had deficits in neural representations of phonemes, phoneme discrimination, phoneme awareness and rapid naming. The SRD + SLI group had more severe deficits than the SRD group on half of these measures, as well as phonological short‐term memory. Children with SLI were free from phonological processing deficits. Thus, phonological processing deficits were the same or different in SRD and SLI, depending on how SRD and SLI were defined, and how phonological processing was measured.     

Attachment insecurity mediates the relationship between childhood trauma and eating disorder psychopathology in a clinical sample: A structural equation model

Objectives

Childhood maltreatment occurs often among those with an eating disorder and is considered a nonspecific risk factor. However, the mechanisms by which childhood maltreatment may lead to an eating disorder are not well understood. The current study tests a model in which attachment insecurity is hypothesized to mediate the relationship between childhood maltreatment and eating disorder psychopathology.

Method

Treatment seeking adults with eating disorders (N = 308) completed questionnaires about childhood maltreatment, eating disorder psychopathology, and adult attachment.

Results

Structural equation models indicated that childhood trauma had a direct effect on eating disorder symptoms. Also, attachment anxiety and avoidance each equally mediated the childhood maltreatment to eating disorder psychopathology relationship.

Conclusions

Attachment insecurity, characterized by affect dysregulation and interpersonal sensitivities may help to explain why eating disorder symptoms may be one consequence of childhood maltreatment in a clinical sample. Clinicians treating primarily those with trauma might assess for disordered eating as a potential manifestation of the sequelae of trauma and attachment insecurity.     

Student Responses to the Women's Reclamation Work in the Philosophy of Education

Reclamation work denotes the process of uncovering the lost contributions of women to the philosophy of education, analyzing their works, making them accessible to a larger audience, and (re)introducing them to the historical record and canon. Since the 1970s, scholars have been engaged in the reclamation work, thus making available to students, professors, and researchers a rich and varied perspective for tracing the evolution of educational thought. This article shares the responses of undergraduate and graduate students to discussing the reclamation work and canonical formation in their Philosophy of Education course. Two of the benefits most commonly cited by students involve learning a fuller, more accurate picture of history and ameliorating contemporary gender inequity. We assert that the traditional canon and syllabi for Philosophy of Education and Social Foundation courses could be enriched through the inclusion of works that trace the tradition of women's intellectual thought.