The utility of reading to read with boys with ADHD‐CT administered at two different intervals post methylphenidate ingestion

This study investigated the relationship between the time of scheduling of a repeated reading intervention (Reading to Read) and measures of oral‐reading fluency with boys with Attention Deficit‐Hyperactivity Disorder, Combined Type (ADHD‐CT). Participants included 6 male students (4 fourth grade and 2 fifth grade) who were diagnosed as having ADHD‐CT, and who were treated medically with methylphenidate (Ritalin). All students mastered passages more quickly, and most students read passages more quickly, had fewer reading errors, and had higher rates of correct words per minute (CWPM) during intervention administered 45 minutes to 1 hour after ingestion of methylphenidate versus 3 to 4 hours after ingestion. Implications for academic instruction for students with ADHD‐CT who take Ritalin are discussed. © 2000 John Wiley & Sons, Inc.     

Effect of toss and weather on County Cricket Championship outcomes

The principal competition in English professional cricket has become more competitive with the introduction of hierarchical divisions linked by promotion and relegation. Using regression analysis, we examine the effect on league points when teams suffer different degrees of weather disruption over the season and different amounts of luck in winning the toss for choice of first innings. The results are used to illustrate the sensitivity of championship, promotion, and relegation outcomes to such matters of chance and revised league tables are produced after applying adjustments to account for the influence of weather and toss. Policy recommendations are presented on how the influence of weather and toss might be lessened in future seasons.     

The roles of science in technological innovation

One of the central issues in science policy during the past decade has been the extent to which the national levels of expenditure on scientific education and research influence the standard of living. This paper provides empirical evidence to show that the pay-off from this investment in science is more complex and indirect than previously supposed.     

Teachers' and students' conceptions of ability in elementary physical education

Using Nicholl's (1989) and Dweck 's (1999, 2002) theories on ability as conceptual frameworks, this study explored teachers' and students' conceptions of ability in elementary physical education. Participants were 8 physical education specialists from five public schools and 160 students from their second- and fourth-grade classes. Teacher and student interviews and questionnaires were used for data collection. When asked to describe the "best" and "poorest" students in their physical education classes, teachers defined or referenced student status solely in terms of class behavior and effort, such as participation and working hard. In contrast, students primarily used ability-related indicators, such as task mastery and social comparison along with class behavior as criteria of their own ability. Overall, teachers and students had different views of "good" students in elementary physical education. In an era of standards-based learning and accountability in education, teachers may need to focus more on a task-involved climate by taking into account student learning and achievement.     

30-second interval performance on the coding subtest of the WISC-III: Further evidence of WISC folklore?

Data gathered from 351 students administered the WISC-III were used to analyze the 30-s-interval performance on the WISC-III Coding subtest. Interpretation methods that focus on the relevance and meaning for such interval differences were examined. Because of the lack of “base-rate” data, the suitability of interpreting the Coding subtest intervals is questioned. Results, based both on IQ and special education classification, revealed no significant difference in performance. Cautions regarding the diagnostic use of the 30-s Coding intervals are discussed. © 1998 John Wiley & Sons, Inc.     

The influence of serial feeding of drinks at different temperatures on thermoregulatory responses during cycling

In this study, we examined thermoregulatory responses to ingestion of separate aliquots of drinks at different temperatures during low-intensity exercise in conditions of moderate heat stress. Eight men cycled at 50% (s = 3) of their peak oxygen uptake (VO2peak) for 90 min (dry bulb temperature: 25.3 degrees C, s = 0.5; relative humidity: 60%, s = 5). Four 400-ml aliquots of flavoured water at 10 degrees C (cold), 37 degrees C (warm) or 50 degrees C (hot) were ingested after 30, 45, 60, and 75 min of exercise. Immediately after the 90 min of exercise, participants cycled at 95% VO2peak to exhaustion to assess exercise capacity. There were no differences between trials in rectal temperature at the end of the 90 min of exercise (cold: 38.11 degrees C, s = 0.30; warm: 38.10 degrees C, s = 0.33; hot: 38.21 degrees C, s = 0.30; P = 0.765). Mean skin temperature between 30 and 90 min tended to be influenced by drink temperature (cold: 34.49 degrees C, s = 0.64; warm: 34.53 degrees C, s = 0.69; hot: 34.71 degrees C, s = 0.48; P = 0.091). Mean heart rate from 30 to 90 min was higher in the hot trial (129 beats . min(-1), s = 7; P < 0.05) than on the cold (124 beats . min(-1), s = 9) and warm trials (126 beats . min(-1), s = 8). Ratings of thermal sensation were higher on the hot trial than on the cold trial at 35 and 50 min (P < 0.05). Exercise capacity was similar between trials (P = 0.963). The heat load and debt induced by periodic drinking resulted in similar body temperatures during low-intensity exercise in conditions of moderate heat stress due to appropriate thermoregulatory reflexes.     

Child extrafamilial sexual abuse: predicting parent and child functioning

Objective: This study evaluated the emotional and behavioral adjustment of parents and children within 3 months and 1 year after the discovery of child extrafamilial sexual abuse.Method: Ninety-two case parents (63 mothers, 29 fathers) and 56 children were compared to a nonclinical comparison group of 136 parents (74 mothers, 62 fathers) and 75 children. Parent adjustment was assessed using self-report measures while child functioning was assessed using a combination of child-, parent- and teacher-report measures.Results: Mothers, fathers and sexually abused children experienced clinically significant effects both initially and at 12 months post-disclosure. Children’s perceptions of self-blame and guilt for the abuse and the extent of traumatization predicted their self-reported symtomatology at 3 months and 1 year post-disclosure. Child age and gender also significantly contributed to the prediction of many of the child outcome measures. No abuse-related variable was related to any child self-report measure. Mothers’ satisfaction in the parenting role, perceived support and intrusive symptoms predicted their initial emotional functioning. Avoidant symptoms, child’s internalizing behavior and mothers’ initial emotional functioning were significant predictors of longer-term emotional functioning.Conclusions: Results emphasize the need to address children’s abuse-related attributions and underscore the need to expand our focus beyond the child victims to the traumatized families.     

Listening previewing in reading to read: Relative effects on oral reading fluency

An intervention designed to increase oral reading fluency (Reading to Read; RTR) as well as the additional component of listening previewing (PRV) was evaluated in an alternating treatments design with 3 African-American male elementary students (9, 10, and 12 years of age; 2 fourth grade and 1 third grade) who were reading 2 to 3 years below their current grade placement. Considering the relatively brief amount of time spent during intervention (4 to 9 weeks; 2 to 3 30-minute sessions per week), results evidenced substantial increases for all 3 students on correct words per minute and percent comprehension accuracy, and substantial decreases in mean number of errors. The PRV condition yielded higher correct words per minute rates and lower error rates for 2 of the students, whereas the third student's performance was superior with the regular RTR intervention without PRV. The efficacy of PRV within RTR is discussed with regard to factors related to students' attentional problems.