Early Childhood Housing Instability and School Readiness

This study assesses the consequences of housing instability during the first 5 years of a child's life for a host of school readiness outcomes. Using data from the Fragile Families and Child Wellbeing Study (n = 2,810), this study examines the relation between multiple moves and children's language and literacy and behavior problems at age 5. The moderating role of poverty is further tested in this relation. The findings show that moving three or more times in a child's first 5 years is significantly associated with increases in attention problems, and internalizing and externalizing behavior, but only among poor children.     

Parents’ and teachers’ perceptions of standards-based and traditional report cards

The purpose of this study was to determine parents’ and teachers’ perceptions of standards-based and traditional report cards. Participants included 115 parents/guardians of students from a single, midsize school district that had implemented a standards-based report card. During the first two marking periods, all parents/guardians received both a traditional report card in which teachers assigned a single overall grade for each subject and a standards-based report card that included marks for individual standards within subjects. After midyear, parents were asked to complete a survey that asked which form they preferred and the reasons for their preference. Three hundred and eighty three teachers from two nearby midsize school districts considering the adoption of the same standards-based report card completed a similar survey. Parents overwhelmingly preferred the standards-based form. The teachers considering the adoption of a standards based report card were positive overall, but significantly less than the parents who had received them.     

Effect of glucose polymer ingestion on energy and fluid balance during exercise

Nine male triathletes were studied during 160 min of exercise at 65% VO2 max on two occasions to examine the effect of glucose polymer ingestion on energy and fluid balance. During one trial they received 200 ml of a 10% glucose polymer solution at 20 min intervals during exercise (CHO), while in the other they received an equal volume of a sweet placebo (CON). On average, blood glucose levels (CON = 4.2 +/- 0.2 mmol l-1, CHO = 4.8 +/- 0.1, mean +/- S.E.) and respiratory exchange ratios (CON = 0.84 +/- 0.01, CHO = 0.87 +/- 0.01) during exercise were higher (P less than 0.05) as a result of the glucose polymer ingestion. There were no differences between trials, however, in the estimated plasma volume changes during exercise. Exercise time to exhaustion at an intensity corresponding to 110% VO2 max, performed 5 min after the submaximal exercise, was not influenced by glucose polymer ingestion. Relative to a control exercise bout conducted without prior exercise, however, sprint performance and postexercise blood lactate accumulation were impaired in both trials. It is concluded that glucose polymer ingestion maintains blood glucose levels and a high rate of carbohydrate oxidation during prolonged exercise, without compromising fluid balance.     

Learning disabilities in children with very low birthweight: prevalence, neuropsychological correlates, and educational interventions

This study examined achievement, neuropsychological, and intervention outcomes at a mean age of 11 years in children with very low birthweight (VLBW, <1500 g) compared with a term-born control group. To assess the prevalence and correlates of specific learning disabilities (LD), the sample was limited to children without neurosensory disorders who had at least low average IQ. Participants included 31 children with <750 g birthweight, 41 with 750-1499 g birthweight, and 52 controls. The <750 g group obtained lower scores in math, IQ, and perceptual-organizational skills than the term-born group. The < 750 g group also had higher rates of past and present LD than the controls. Despite these differences, the groups did not differ significantly in rates of special education or tutorial/remedial assistance. These findings suggest that children with extremely low birthweight without gross physical or intellectual impairments are at higher risk for LD and cognitive deficiencies than their term-born peers and that further efforts are needed to improve identification and treatment of these learning problems.