Implicit sublexical phonological processing in an acquired dyslexic patient

We report a case study of an acquired dyslexic subject, who on tasks standardly used to assess acquired dyslexia showed no evidence of having any access to sublexical phonological information. However, on a lexical decision task, he showed normal effects of spelling regularity for low-frequency words. Since this effect is typically attributed to the use of sublexical phonological information in word recognition, it appears that sublexical phonological processing is occurring for this subject. The spelling regularity effect is discussed with respect to models of written word recognition and to acquired dyslexia. It is suggested that the reason for the discrepancy in test results may be that the types of explicit tasks previously used in the neuropsychological literature on dyslexia, which require conscious awareness of phonological representations, are not sensitive to implicit processing.     

Weight Bias and Social Justice: Implications for Education and Practice

Weight bias is a widespread and persistent form of oppression that adversely impacts the lives of individuals with obesity in many areas of society. In this paper, we discuss the implications of weight bias as a social justice issue for counsellor education and practice. We provide recommendations for professional education, including the need to examine social location, knowledge, assumptions, and biases about weight and individuals with obesity. We also provide recommendations related to advocacy for individuals with obesity in practice.     

Interactive Contributions of Attribution Biases and Emotional Intensity to Child–Friend Interaction Quality During Preadolescence

Using data from a subsample of 913 study children and their friends who participated in the NICHD Study of Early Child Care and Youth Development, the interactive contributions of child-reported attribution biases and teacher-reported child emotional intensity (EI) at Grade 4 (M = 9.9 years) to observed child–friend interaction at Grade 6 (M = 11.9 years) were examined. Study children's hostile attribution bias, combined with high EI, predicted more negative child–friend interaction. In contrast, benign attribution bias, combined with high EI, predicted more positive child–friend interaction. The findings are discussed in light of the “fuel” interpretation of EI, in which high-intensity emotions may motivate children to act on their cognitive biases for better or for worse.     

Give thanks for a little and you will find a lot: The role of a support seeker’s reply in online support provision

This experiment examined reciprocal communication among support seekers and support providers in online support forums. An interactive online support forum web page was employed where comments to a support-seeking post and a support seeker’s reply to previous comments were manipulated, and participants could post their responses on the interactive web page. Results showed that support seekers received more supportive responses from subsequent viewers when they expressed appreciation for earlier comments. Compared with an appreciative reply to supportive comments, the same reply to unsupportive comments elicited more positive expectancy violations and thus higher levels of action-focused supportiveness in viewers’ responses. This study extended the application of expectancy violations theory to the context of online support forums.     

Instructional Supervision and Curriculum Monitoring: Reinterpreting the Principal’s Role through the Arts of Inquiry

The gulf between educational leadership theory and contemporary curriculum scholarship is becoming increasingly problematic now that principals have been legally mandated to add curriculum monitoring to their duties as instructional leaders. Lacking familiarity with curriculum theory and practice, many overburdened administrators are turning to Management by Walking Around (MBWA) as a way of dealing with their ever burgeoning list of responsibilities. This article briefly reviews a particular MBWA model, the Three-Minute Classroom Walk-Through (Downey et al. 2004) and then interprets it through the lens of Henderson and Kesson’s (2004) arts of inquiry, a heuristic developed for helping curriculum workers think through the current multitude of reform proposals. This provides one example of the way that dialogue between the fields of curriculum studies and educational leadership may augment possibilities for lasting and positive reform of instructional supervision.     

Eloen graces us: two perspectives of a home birth

In continuing The Journal of Perinatal Education's mission to promote normal birth, this issue's "Celebrate Birth!" column features mother and daughter, Nancy Ferguson and Shelley Beebee, who share two complementary perspectives of the magic and mystery surrounding the home birth of Eloen, Nancy's granddaughter and Shelley's daughter.     

Children's observations,ideas, and the development of classroom theories about light

The purpose of this study was to examine the interaction between children's observations of light and shadows and their developing theories in the context of a series of lessons in a third-grade classroom. Detailed analysis of videotapes of the children's discussions of their investigations into light and shadows led to the finding that the children's observations of light led to the development of a limited theory about light that was largely useful in explaining classroom investigations. However, this theory of light was less helpful in helping them understanding shadow phenomena and was too limited to explain out-of-classroom observations of light and shadows.     

Parent perspectives on inclusive education in Budapest

The purpose of this study was to better understand parents’ perspectives of education in Budapest, particularly parents of children with disabilities or children who struggle with learning. Nine parents were interviewed. Parents found schools for their child with a disability to be lacking in terms of updated materials, methods and service provision for students; relationships with families and the burden placed on families to advocate for their child or find alternatives were also problematic. Changes are required at all levels of the educational system, including parent involvement and teacher preparation programmes.     

The special needs of teachers of special needs children

More and more, special needs children are entering early childhood education programs. But the integration of special needs children into the regular classroom — and their acceptance by their nonhandicapped peers — continues to be a concern of both parents and teachers. Many of the proposed benefits of mainstreaming are based upon opportunities for interactions between special needs children and their nonhandicapped peers. What we know about enhancing the quality of these interactions has definite implications for teachers. After examining the research on social relations and social skills training programs for special needs children, we will discuss these implications.Cary A. Buzzelli is an assistant professor in the Department of Curriculum and Instruction at the University of Alabama at Birmingham in Birmingham, Alabama. Nancy File is a doctoral student in the Department of Child Development and Family Studies at Purdue University in West Lafayette, Indiana.     

Emotion regulation in context: the jealousy complex between young siblings and its relations with child and family characteristics

Jealousy is a social emotion that has received little attention by developmental researchers. The current study examined sibling jealousy and its relations to child and family characteristics in 60 families with a 16-month-old toddler and an older preschool-age sibling. Sibling jealousy was elicited in social triads consisting of a parent (mother or father) and the two siblings. Positive marital relationship quality (i.e., love and relationship maintenance) was a particularly strong predictor of the older siblings' abilities to regulate jealousy reactions in the mother sessions. Younger siblings' jealous affect with mothers was linked to the child's temperament, whereas older siblings' jealous affect with mothers was related to the child's emotional understanding. Younger siblings displayed more behavioral dysregulation in the mother-sibling triads if there was greater sibling rivalry reported by mothers. Session order (i.e., which sibling was challenged first in the jealousy paradigm) had a strong effect on both the affect and behavioral dysregulation displayed by the older and younger siblings. Results are discussed with respect to the need for future research to consider social relationships as developmental contexts for young children's emotion regulation.