Instructing Struggling Older Readers: A Selective Meta‐Analysis of Intervention Research

This article synthesizes the experimental literature on reading interventions for upper elementary and middle school students identified with reading disabilities on norm‐referenced reading measures. Ten studies (12 independent samples) yielded 70 effect sizes on norm‐referenced reading measures with an aggregated mean of 0.41 (SE= .04) in favor of the experimental condition. Moderate effect sizes emerged on norm‐referenced measures of word identification (M= 0.41), decoding (M= 0.43), and comprehension (M= 0.73) and low effect sizes for fluency (M=–.29). Intervention outcomes did not significantly vary as a function of the reading skills measured, type of reading instruction, and/or variations in sample characteristics. Studies yielding low and relatively moderate effect sizes shared a number of instructional components. Overall, the magnitude of the results for experimental reading intervention studies for students with reading disabilities in the middle school age range was small to moderate. Implications of the study were discussed.     

The role of the Connexions service in supporting the transition from school to post-16 education, employment training and work for young people with a history of specific speech and language difficulties or learning difficulties

The transition from school to the world of post-compulsory education is a major landmark in the lives of young people with special educational needs (SEN). In England the Connexions service set up to support young people during transition was planned to provide both a universal service and one that provided special support to vulnerable young people, particularly those at risk of not being in education, employment or training (NEET). The present paper reports the findings of a study of 46 Connexions personal advisers (PAs) who were supporting young people with specific speech and language difficulties (SSLD) or general learning difficulties, as part of a longitudinal study of these young people's development. Interviews were held with the PAs to identify patterns of organisation, the nature of services delivered to these young people and the factors that influenced successful support. The findings highlight the diversity among Connexions services, the limited expertise with young people with SEN and the structural barriers that may limit effectiveness. In addition, the Assessment, Planning, Implementation and Review Framework was not consistently used. The Connexions service has the potential to provide important support to young people with SEN at this key transition point but our study indicates the need for modifications to its operation.     

Neurodevelopmental Correlates of Theory of Mind in Preschool Children

Baseline electroencephalogram (EEG) data were collected from twenty-nine 4-year-old children who also completed batteries of representational theory-of-mind (RTM) tasks and executive functioning (EF) tasks. Neural sources of children's EEG alpha (6–9 Hz) were estimated and analyzed to determine whether individual differences in regional EEG alpha activity predicted children's RTM performance, while statistically controlling for children's age and EF skills. Results showed that individual differences in EEG alpha activity localized to the dorsal medial prefrontal cortex (dMPFC) and the right temporal–parietal juncture (rTPJ) were positively associated with children's RTM performance. These findings suggest that the maturation of dMPFC and rTPJ is a critical constituent of preschoolers' explicit theory-of-mind development.     

Developmentally Effective Experiences for Promoting Self-Authorship

ABSTRACT—Many national studies have identified types of experiences that are associated with enhancing college students' learning. This study contributes to the small but growing body of research on transformative educational experiences that assist and enable college students to develop ways of understanding and being in the world that help them adapt and respond to life's complexities and prepare for future civic, occupational, and family roles. The focus of this exploratory study is on those experiences that had a positive impact on college students' development toward self-authorship ( Baxter Magolda, 2001 ; Kegan, 1994 ). Using interview data from the Wabash National Study of Liberal Arts Education, we analyzed 300 selected experiences from 174 students. We found that students' approaches to interpreting and understanding their experiences was the major student characteristic that affected their learning (the effect of the experience). We then mapped these findings onto a sequenced developmental curriculum designed to promote self-authorship.     

The Effect of Whole-Body Vibration on Lower-Body Resistance Detraining in College-Age Women

Purpose: This study explored the effect of whole-body vibration (WBV) using accelerations of 2.56 g to 7.68 g on lower-body detraining. Methods: All participants (N = 20) were trained using a lower-body resistance-training program for 30 min twice per week from Week 0 to Week 6. At the end of the program, they were randomly assigned to a control group that performed no further training or a WBV group that performed a progressive static WBV program. Data for the 5-repetition-maximum (5RM) squat and extensors and flexors of the knee and ankle were collected at Weeks 0, 6, 8, 10, and 12 for all participants. Results: Two-way (condition vs. time) analysis of variance revealed that although the WBV group maintained strength in the 5RM from Week 6 through Week 8 and the control group had a lower 5RM in Week 8 from Week 6, no differences in the 5RM squat existed between the groups at Week 8. Two-way factorial multivariate analysis of variance revealed no differences between the groups at any of the time for torque of knee flexion, dorsiflexion, or plantar flexion. Conclusion: Static WBV of 2.56 g to 7.68 g did not attenuate detraining of the flexors and extensors of the knee and ankle.