Family Reading Behavior and Early Literacy Skills in Preschool Children From Low-Income Backgrounds

This study investigated the family reading behavior of 233 preschool children from low-income backgrounds who were attending Head Start. Parents completed a survey of their family reading behavior, including Child Reading, Parent Reading Interest, and Parent-Child Reading Interaction, and provided demographic data on their educational level, parent and child age, and family size. Children's receptive vocabulary, story and print concepts, letter knowledge, and general emergent literacy skills were assessed in the fall of their preschool year. Analyses focused on the variation in family reading behavior, the relationship between different dimensions of family reading behavior, and the contribution of family reading behavior to early literacy skills. Results indicated that Parent-Child Reading Interaction and Child Reading Interest were significantly related to children's early literacy skills. In addition, multiple regression analyses indicated that Parent-Child Reading Interaction was a small yet significant predictor of children's receptive vocabulary, story and print concepts, and general emergent literacy skills, above and beyond the influence of demographic variables. Child Reading Interest was a significant, albeit small, predictor of letter knowledge above and beyond these demographic controls. Implications of these results for the early literacy education of children of low-income families are discussed.     

Reward and ideational fluency in preschool children

This study examined the effects of rewards on the ideational fluency of 75 preschool children. Assigned to a reward or nonreward condition, the children were administered two ideational fluency tasks, Unusual Uses and Pattern Meanings. Analyses revealed a significant main effect for reward on the ideational fluency components of originality, total fluency, and flexibility. In all cases the rewarded subjects scored lower than the nonrewarded group. These findings support the growing body of evidence that rewards are detrimental to creative functioning.     

String vibration dampers do not reduce racket frame vibration transfer to the forearm

In this study, we examined the effect of string vibration damping devices on reducing racket frame vibration transfer to the forearm. Twenty participants volunteered to hold a tennis racket stationary in a forehand and backhand stroking position while tennis balls were fired at 20 m x s(-1) towards two impact locations, the node of vibration and the dead spot. A three-way analysis of variance with repeated measures on damping condition, impact location and stroke condition was performed on the data. The resonant frequency of the hand-held racket was found to be approximately 120 Hz. No significant differences in amplitude of vibration at the resonant frequency were found for the wrist or the elbow when damped and non-damped impacts were compared. Impacts at the dead spot produced greater amplitudes of vibration (P < 0.01) but no interaction between impact location and string dampers was evident. The string dampers had no effect on the grip force used or the muscle electrical activity in the forearm after impact. In conclusion, we found that string dampers do not reduce the amount of racket frame vibration received at the forearm. We suggest that string dampers remain a popular accessory among tennis players because of their acoustic effects and psychological support rather than any mechanical advantage.     

Academic advising—a focus on learning

Eric White and Janet Schulenberg make the case that academic advisors have a particularly significant role to play in helping students reach higher‐learning outcomes.