An explanation of reading comprehension across development using models from Cattell–Horn–Carroll theory: Support for integrative models of reading

The purpose of this research was to investigate the cognitive abilities that explain reading comprehension across childhood and early adulthood. Drawing from the standardization sample of the Woodcock–Johnson III, analyses were conducted with large samples at age levels spanning early childhood to early adulthood: 5 to 6 (n = 639), 7 to 8 (n = 720), 9 to 13 (n = 1,995), 14 to 19 (n = 1,615), and 20 to 39 (n = 1,409). Using a model including factors representing general intelligence, Cattell–Horn–Carroll broad abilities, and reading decoding skills, results revealed significant direct effects for reading decoding skills and Crystallized Intelligence on reading comprehension across all age levels. Memory‐related abilities, processing speed, and auditory processing demonstrated indirect effects on reading comprehension through reading decoding skills. The magnitude of direct and indirect effects varied as a function of age. The results provide support for integrative models of reading that include both direct and indirect effects of cognitive abilities on reading comprehension and for consideration of developmental differences in the cognitive aptitudes predicting reading comprehension. © 2012 Wiley Periodicals, Inc.     

The Merits and Demerits of Pleasure in Kinesiology

What role should pleasure play in kinesiology? Although pleasure is an important concept in kinesiology, the strengths, weaknesses, and dangers of this concept have not been properly clarified. Douglas Booth and Richard Pringle have both recently scolded kinesiologists over the issue of pleasure in kinesiology with decidedly mixed results. They insist that the importance of pleasure has been neglected, and that the role that human culture plays in properly understanding pleasure in kinesiology, has been underestimated. Booth (2009) Booth, D. 2009. Pleasure and physical education philosophy. Quest, 61(2): 133–153. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar] argues that “puritanical” prohibitions have made pleasure suspect. Pringle (2010) Pringle, R. 2010. The educative value of positive movement affects. Quest, 62(2): 119–134. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar] argues that kinesiologists must remember that “many students are not currently gaining a love for movement in their [physical education] experiences” (p. 130). Each scholar's suspicion of traditional distinctions between “good and bad physical pleasures” (Booth, 2009 Booth, D. 2009. Pleasure and physical education philosophy. Quest, 61(2): 133–153. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar], p. 148) results in an untenable commitment to pleasure as an intrinsic good. In short, their views are hedonistic. Although Booth and Pringle are right that pleasure is good, it is not an end in itself.     

The Four Marks of Holistic Kinesiology

What, to borrow a theological phrase, are the marks of a truly holistic kinesiology department? In Kinesis and the Nature of the Human Person (2010), I examined the theoretical impact of Aristotle's definition of kinesis and Polanyi's theory of tacit knowledge on kinesiology. The intention here, however, is practical rather than theoretical. How would a holistic philosophy impact the day-to-day activities within the discipline of kinesiology? What tenets would a holistic department of kinesiology hold? What direction and aims would such a department have? Four areas of impact and reform are offered. First, kinesiologists should engage the humanities. A vibrant humanistic presence in the field will not only make kinesiology more holistic; it will give kinesiologists the tools to articulate a holistic understanding of the nature of the human person. Second, kinesiologists should recognize the importance of experience, practice, and apprenticeship within the field. Third, departments should embrace rather than shun specificity. Finally, kinesiologists are encouraged to acknowledge that a field dedicated to “physical activity” must require, engage in, and passionately profess the actual practice of “moving well.”     

The repeal of Section 28: it ain't over 'til it's over

Section 28 (part of the Local Government Act of 1988) was a notorious piece of legislation that sought to prevent local education authorities in the UK from ‘promoting homosexuality’. The effect of Section 28 was to create uncertainty and fear among teachers as to what was (and what was not) permitted in schools. Over time practitioners and policy‐makers have become increasingly concerned about the failure to address the range of sexualities [i.e. lesbian, gay, bisexual and transgendered (LGBT)] that children bring to the classroom. While the Section was repealed in Scotland in 2000 and in England and Wales in 2003, we suggest that the negative effects of Section 28 may yet remain. We present questionnaire data from 39 secondary school teachers in Wales. The results indicate that nearly half of the sample remained unaware of the repeal of Section 28. A smaller, but still substantial, proportion agreed that Section 28 still affected their practice in schools. Importantly, this included teachers who were also aware of the repeal of the Act. We suggest that the continuing effects of Section 28 need to be understood in the wider context in which it was enacted, and the more general uncertainties and discomforts around doing LGBT issues in schools.     

Rhetorical strategies for a culture war: Abortion in the 1992 campaign

Data from the American National Election Study reveals that the issue of abortion was the most significant policy issue in the 1992 presidential campaign. This essay examines the general strategies of Clinton and Bush regarding the abortion issue among the complex of family values appeals. A special analytical focus highlights the image of a dead fetus that was shown in campaign advertising in a variety of states, and that was the “hot button”; for true believers among the right‐to‐life forces. The impact of abortion on the vote for the presidential candidates is presented with data that allows a speculative projection of the influence of the abortion issue on future national election campaigns.     

Book reviews

Lee, Irving J. and Lee, Laura L., Handling Barriers in Communication. Harper and Brothers, 49 East 33 Street, New York 16, New York. 1957, $5. Paper.

Auer, J. Jeffery, An Introduction to Research in Speech. Harper and Brothers, 49 East 33 Street, New York 16, New York. 1959, $5.

Brown, Charles T., Introduction to Speech. Houghton Mifflin Company, 432 Park Avenue South, New York 16, New York. 1955.

Uris, Dorothy, Everybody's Book of Better Speaking. David McKay Company, Inc., 119 West 40 Street, New York 18, New York. 1960, $4.95.

Braden, Waldo W., Speech Methods and Resources: A Textbook for the Teacher of Speech. Harper and Brothers, 49 East 33 Street, New York 16, New York. 1961, $6.50.

Marra, Waldo J., How to Streamline Your Letters. National Retail Credit Association, 375 Jackson Avenue, St. Louis 30, Missouri. Multilithed, paper.

Windes, Russell R. and Kruger, Arthur N., Championship Debating. J. Weston Walch, Box 1075, Portland, Maine. 1961 ; paper cover, $3.50 ; plastic cover, $4.50.     

The critical, relational practice of instructional design in higher education: an emerging model of change agency

This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities revealed how, through reflexive critical practice, designers are active, moral, political, and influential in activating change at interpersonal, professional, institutional and societal levels. Through narrative inquiry the voices of designers reflect the scope of agency, community and relational practice in which they regularly engage with faculty in institutions of higher learning.

ASSESSING THE QUALITY OF PARENT–TEACHER RELATIONSHIPS FOR STUDENTS WITH ADHD

Family involvement in education, including the quality of family–school communication, has been demonstrated repeatedly to have a substantial effect on child development and success in school; however, measures of this construct are limited. The purpose this study was to examine the factor structure and concurrent validity of the Quality of the Parent–Teacher Relationship, a subscale of the Parent–Teacher Involvement Questionnaire, in a sample of children with attention deficit hyperactivity disorder (ADHD). Participants were 260 parents and teachers of children diagnosed with ADHD in Grades kindergarten to 6. Results provided support for a two‐factor model, consisting of separate factors for parents and teachers, and correlational findings provided support for concurrent validity. This measure appears to have utility in assessing parent–teacher relationships and evaluating the effectiveness of family–school interventions.