Consultation-based programming: instituting the collaborative ethic in schools

Consultation-based programming is widely supported as a logical augmentation to the current educational service delivery system. However, despite increasing advocacy for formats that foster collaborative efforts of multidisciplinary personnel, implementation of these program formats in schools remains sporadic. This article (a) discussed a number of the conceptual principles which underpin program development, (b) proposes informal standards for ecological evaluation of specific-formats, and (c) identifies factors that maximize the potential for successful installment of consultation-based programs in schools.     

Language and the Deaf: an interactive microcomputer-based approach

This paper reviews some of the language problems faced by deaf children in the light of psycholinguistic research, and considers several requirements for the provision of a meaningful language learning environment for the deaf. The utility of computer-aided instruction (CAI) in the education of the deaf is discussed, and a language manipulation program (entitled JUMBLE), designed to meet the specified requirements, is described. Preliminary findings using this program are presented, and implications for the future development of the approach advocated are discussed.     

Examining the Relations of the Home Literacy Environments of Families of Low SES with Children’s Early Literacy Skills

This study examined variability of the home literacy environment (HLE) using multiple measures among families of low SES. The relations of the measures to each other and to children’s early oral language skills and print knowledge were reported. Considerable variability of the self-reported HLE items and the Children’s Title Checklist (CTC) but low correlations were found among items. Children’s expressive language skills were predicted by the CTC. The number of storybooks in the home predicted variance within children’s receptive vocabulary. Concepts about Print (CAP) scores were predicted by the primary caregivers’ frequency of shared reading and the age when parents began reading to children. Children’s letter name scores were not associated with any of the HLE measures in this study. The research provides additional information about the HLE within the homes of low SES using multiple measures and how they relate differentially to children’s early language and literacy skills.     

Multiplicities in Motion: A Turn to Transliteracies

ABSTRACT

In an effort to draw attention to the mobile dimensions of meaning making, this article proposes a pedagogy of transliteracies, supporting educators and learners in critically reflecting on how people, media, and things are connected across space and time. Expanding on the New London Group’s (1996) multiliteracies vision of communicative and ideological multiplicities, we articulate the importance of moving from multi- to trans- to highlight the mobile and emergent aspects of meaning making. We work through a classroom example to consider the contours of literacies and learning practices for making meaning on the move. We argue that in a mobile and digitally networked world, a pedagogy of transliteracies draws much needed attention to people and things connecting, relating, and intersecting, and also to how these connections, relations, and intersections occur in unequal ways that support some learners and disenfranchise others.     

A decade of research with dyslexic college students: A summary of findings

The major findings of several research projects that investigated dyslexic college students are summarized in this paper. Consistent findings of these investigations led to the following conclusions. 1) Developmental dyslexia is a syndrome made up of the following four symptoms: slow rate of reading, error-prone oral reading, poor written spelling, and grammatically incorrect writing; 2) all these symptoms could be traced to a poor mastery of the grapheme-phoneme relational rules; 3) developmental dyslexia can be found in subjects who appear to have adequate oral language skills; 4) ex-dyslexics who appear to be “poor spellers but good readers” have subtle reading deficits; and 5) the 20 dyslexic subjects investigated appear to constitute a homogeneous group which raises questions regarding dyslexia subtypes.     

INTERNATIONAL ACADEMIC RELATIONS: SOME REFLECTIONS ON UNIVERSITIES AS CULTURAL INSTITUTIONS IN THE WORLD COMMUNITY

The premise of this article is that international academic relations as a field of study need to be defined and given a theoretical underpinning. The authors therefore analyse various approaches to the study of international relations in general and propose ways by which the particularities of international academic relations might be linked to the larger subject. Of importance here is the development of a framework which will take into account the political‐economic role of the university both as a cultural institution and as a knowledge institution. The framework they suggest is then tested with regard to an examination of the international academic relations of the OECD countries, particularly Canada, with the universities of China.