Young children teach themselves to read and write

Too often young children are hurried into formal academic tasks before they are ready. This push for abstract reading and writing skills in early childhood settings can actually inhibit young children's language development. However, teachers who allow children to naturally acquire reading and writing provide a print-rich environment that encourages experimentation with language.     

Are all phonemic awareness tests created equally? A comparison of the Yopp‐Singer and the task of auditory analysis skills (TASS)

This study examined two screening instruments designed to measure phonemic awareness (Test of Auditory Analysis Skills‐TAAS and Yopp‐Singer Test of Phoneme Segmentation). Participants included 25 second‐semester kindergarten children who were administered both instruments. The dependent measure (the STAR Reading Test) was administered in February of their First‐Grade year. The investigation was designed to determine if these instruments are both evaluating the same skills and identify which was more effective in predicting success in reading near the end of First Grade. The children's scores from the Yopp‐Singer and the TAAS were correlated (r=0.56, p<0.01) and so were the scores between the TAAS and STAR (r=0.51, p<0.01). Comparison of scores between the Yopp and the STAR produced non‐significant results (r=0.31). Although the TAAS produced a higher correlation with reading achievement than the Yopp‐Singer, the difference between these two measures failed to reach significance (t=1.16). Implications of these findings, along with possible explanations of the results, are discussed.     

The role of signaled periods of nonreinforcement in responding on a random schedule in autoshaping

Little responding develops to a conditioned stimulus (CS) that is placed in a random relation to an unconditioned stimulus (US). However, if the USs not preceded by that CS are themselves signaled by another stimulus, then the CS does come to elicit responding. This result has been attributed (e.g., by Durlach, 1983) to the signal’s blocking of conditioning to background cues that otherwise would prevent conditioning of the CS. However, Goddard and Jenkins (1987) have suggested the alternative that signaling the USs promotes responding due to the adventitious creation of periods of signaled nonreinforcement. Two experiments were conducted to assess this alternative, involving an autoshaping preparation in pigeons. In Experiment 1, little responding to a keylight CS presented in a random relation to a food US occurred, despite the explicit presentation of a discrete noise signaling periods of no food in the intertrial interval (ITI). Experiment 2 was designed to replicate the procedure of Goddard and Jenkins, in which an auditory stimulus extended throughout the ITI of a random schedule, terminating only prior to extra USs and during the CS. Contrary to their findings, little responding developed to the target CS. However, responding did develop when the sound-free period occurred only prior to the extra USs. These results offer little support for the hypothesis that signaled periods of nonreinforcement promote responding on random schedules. However, they are consistent with the view that signaling of ITI USs acts by preventing conditioning of potentially competitive background cues.     

The effects of isolation rearing on exploration in the rat

The hypothesis that isolation rearing enhances exploration was tested in two settings which varied the extent to which exploratory behavior would be affected by competing hyperactivity. Experiment 1 measured exploration as contact of a discrete novel stimulus, in terms of bout frequency and duration. Locomotor activity was measured by photocell beam interruption. Isolation-reared rats were hyperactive, showed an increased incidence of exploratory bouts but no differences in duration of exploratory behavior, compared with group-reared controls. Experiment 2 measured, independently, locomotor activity and the preference for a novel environment over a familiar one. Isolation-reared rats, whether male or female, showed enhanced novelty preference compared with controls. No significant differences were found in locomotor activity. The results are discussed in terms of the hyperactivity of isolates interfering with investigative behavior by response incompatibility.     

Research on technology and teacher education: Current status and future directions

Within the context of a brief history of information technology in teacher education (ITTE), current research on ITTE is reviewed. It is argued that ITTE research can be categorized into three paradigms: empirical, critical, and interpretive. The need for a clear, multi-paradigmatic approach for future work is emphasized. Examples of exemplary work are cited. Conclusions suggest needs for more sharing of information of “islands of excellence” in work on technology in teacher education, more case studies on diffusion of innovation, more emphasis on bias-related findings from critical theory, and more development and dissemination of resources and tools for using technology effectively in teacher education. Recommendations for further work in the area also include emphasizing instructional design (ID) work to create innovations and recognizing the need for grounded, reflective papers on innovative approaches that have been implemented and studied over several years.     

The American Statistics Poster Competition

This article covers the history and organisation of the American Statistics Poster Competition, and gives our view of what a statistical poster is.     

Using Panel Data to Identify the Effects of Institutional Characteristics,Cohort Characteristics,and Institutional Actions on Graduation Rates

Research in Higher Education - Institutional graduation rates occupy a prominent place in institutional research and public policy. Graduation rates are used in the College Scorecard, state...