Exploring the Role of Bases and Suffixes When Reading Familiar and Unfamiliar Words: Evidence From French Young Readers

We examined whether French third- and fifth-grade children rely on morphemes when recognizing words and whether this reliance depends on word familiarity. We manipulated the presence of bases and suffixes in words and pseudowords to compare their contribution in a lexical decision task. Both bases and suffixes facilitated word reading accuracy and speed across all grades, even though the co-occurrence of a base and a suffix reduced the benefit associated to the presence of morphemes in third-grade children. Speed of pseudoword (i.e., unfamiliar word) reading was also influenced by base and suffix, and the combination of these units leaded to a high rate of false alarms. These results bring new evidence of morphological analysis in the reading of French familiar and unfamiliar words.     

The importance of stories

This article is adapted from a keynote address given at the second national conference of the National Association of Scholars, held in New York City from June 8 through June 10, 1990.     

A Diagnostic Teaching Intervention for Classroom Teachers: Helping Struggling Readers in Early Elementary School

With the advent of “Response to Intervention” there has been emphasis on preventing reading disabilities. This study examined the effectiveness of a classroom teacher Tier II intervention for struggling readers in kindergarten and first grade called the Targeted Reading Intervention. Three rural schools were randomly assigned to experimental and control conditions, with 8 experimental and 12 control classrooms. Five struggling and five non‐struggling readers were randomly selected from each classroom. With the support of biweekly coaching, experimental teachers instructed struggling readers in one‐on‐one sessions in the classroom. Intent‐to‐treat analyses revealed significant kindergarten gains for initial word identification but no significant gains in first grade. Discussion focuses on the use of classroom teachers to prevent reading disabilities.     

Making science special for pupils with learning difficulties

In this article Susan Gebbels and Stewart M. Evans from Newcastle University and Lynne A. Murphy who is a practising school teacher in north‐east England discuss how they worked collaboratively on a programme of science education with a group of 16 Key Stage 3 pupils with moderate learning difficulties. The project lasted for one academic year and was part of Creative Partnerships, the Government's flagship creative learning programme. The authors describe some of the challenges faced by teachers to cater for the needs of all pupils within an inclusive school setting. The programme of science education focused on local marine and coastal environments with a special emphasis on fieldwork, enquiry‐based learning and cross‐curricular approaches to learning. The project was evaluated through the use of questionnaires, pupil interviews and informal discussions with teaching staff. Evaluations of the programme were positive. Pupils were more motivated to learn about science, had a sense of pride in their achievements and claimed that participation in the project helped them in forming friendships. The class published and distributed an information booklet on the coast to other schools and the general public.     

SELECTED ASPECTS OF PUBLIC SCHOOL PROGRAMS FOR THREE AND FOUR YEAR‐OLDS IN ALABAMA,GEORGIA, MISSISSIPPI,AND TENNESSEE

Abstract

The perceptions of 28 preservice early childhood teachers about the social and cognitive competence of 68 preschool children were examined. Hierarchical regression analyses revealed gender, age, and family socioeconomic sta?us biases in preservice teachers’ perceptions of children's social and cognitive competence. Qualitative data from focus group discussions with preservice teachers also supported these findings. In addition, children's actual social and cognitive competence, while not the most significant, also uniquely and significantly contributed to preservice teachers’ perceptions of children's social and cognitive competence. This may indicate that preservice teachers are likely struggling with their biases as they involve themselves in their teacher preparation experiences, focused on developing more accurate views of children's social and cognitive competence. Both race/ethnicity and temperament contributions were not found, possibility due to the limited sample used.     

Development of raw acceleration cut-points for wrist and hip accelerometers to assess sedentary behaviour and physical activity in 5–7-year-old children

ABSTRACT

This study validated sedentary behaviour (SB), moderate-to-vigorous physical activity (MVPA) and vigorous physical activity (VPA) accelerometer cut-points in 5–7-year-old children. Participants (n = 49, 55% girls) wore an ActiGraph GT9X accelerometer, recording data at 100 Hz downloaded in 1 s epochs, on both wrists and the right hip during a standardised protocol and recess. Cut-points were generated using ROC analysis with direct observation as a criterion. Subsequently, cut-points were optimised using Confidence intervals equivalency analysis and then cross-validated in a cross-validation group. SB cut-points were 36 mg (Sensitivity (Sn) = 79.8%, Specificity (Sp) = 56.8%) for non-dominant wrist, 39 mg (Sn = 75.4%, Sp = 70.2%) for dominant wrist and 20 mg (Sn = 78%, Sp = 50.1%) for hip. MVPA cut-points were 189 mg (Sn = 82.6%, Sp = 78%) for non-dominant wrist, 181 mg (Sn = 79.1%, Sp = 76%) for dominant wrist and 95 mg (Sn = 79.3%, Sp = 75.6%) for hip. VPA cut-points were 536 mg (Sn = 75.1%, Sp = 68.7%) for non-dominant wrist, 534 mg (Sn = 67.6%, Sp = 95.6%) for dominant wrist and 325 mg (Sn = 78.2%, Sp = 96.1%) for hip. All placements demonstrated adequate levels of accuracy for SB and PA assessment.     

Coming to a Classroom Near You: Movie Reviews for Your Content-Area Lesson Plans

Despite a continuing record of interest over the years, few studies have documented the demographics of grade retention or the relationship between it and academic achievement across multiple grades and groups of students. In this research, we were interested in the characteristics and consequences of retaining students in elementary (K–5) and middle (6–8) schools. We documented rates of retention that were lower than those reported in the literature and different for gender, ethnic background, limited English proficiency, exceptional student classification, and grade. Our findings support the increasing interest in stopping the use of grade retention as a method of academic intervention and speak to the need to identify and use research-based education interventions to provide remedial instruction for struggling.     

Finding Our Paths

These English are the most interesting study in the world. Just when you'd like to hang them for their stupidity, you become aware of such noble stuff in them that you thank God that they were your ancestors… . My admiration for their racial qualities deepens while my impatience with their ways is heightened. I could write a book in worship of them and another book damning them—both true, both concrete, both definitely proving my thesis.     

Minor Illnesses,Temperament, and Toddler Social Functioning

Research Findings: Minor illnesses, such as upper respiratory infections, stomachaches, and fevers, have been associated with children's decreased activity and increased irritability. This multi-method investigation of 110 day care–attending children examined whether experience with recurrent, minor illnesses and negative emotionality worked together to predict young children's social functioning. Minor illness experience was assessed via weekly health screenings conducted by nurses. Toddlers' negative emotionality and social behavior were assessed using mothers' and fathers' reports. The two dimensions of negative emotionality and minor illness experience operated in different ways to predict children's functioning. Toddlers rated as more temperamentally angry displayed less social competence, especially when they also experienced high proportions of minor illness. Temperamentally fearful children exhibited more externalizing problems when they experienced a higher frequency of illness, whereas fearfulness was not associated with externalizing problems for children who were not frequently ill. Practice or Policy: Children's frequent experience with minor illnesses combined with negative emotionality appears to place toddlers at a heightened risk for exhibiting behavior problems. These findings have implications for child and family well-being as well as interactions with child care providers and peers within child care settings. Interventions could be developed to target “at risk” children.     

Whole school support for vulnerable children: the evaluation of a part‐time nurture group

The positive impact that nurture groups can offer is well documented. This study aims to describe the evaluation of a nurture group intervention across six schools. In contrast to previous research, children accessed the group for a maximum of four mornings per week. The findings show that this model did not comprise the gains reported in previous studies. The results show a significant positive effect on the children with reference to their behaviour both in school and at home. In addition, the intervention appears to have contributed further to the whole school system. Schools reported an improved ethos and an increased capacity to support children with social and emotional difficulties. This paper concludes by considering the new Scottish Curriculum guidelines A curriculum for excellence and whether the principles and theoretical underpinnings of nurture groups can be fully integrated into a mainstream environment.