Visual‐perceptual difficulties and the impact on children's learning: are teachers missing the page?

This article attempts to bring to the fore of educational practice the importance of considering the visual‐perceptual condition of Meares–Irlen syndrome (MIS) when identifying students who have prolonged reading difficulties. Dyslexia is a frequently used term which can be used to label children who have specific difficulties with reading and/or spelling but this article discusses the problems that this may cause students who have a reading difficulty caused by a visual processing difficulty, as the working definitions of dyslexia do not, generally, consider this aspect as a factor, especially when remediation interventions are put forward. This article discusses the possibility that teachers and school psychologists may not be fully aware of MIS and therefore not able to recognise it. Moreover, if this condition is not adequately picked up at the important transition times in school then this could harm the student's self‐esteem and affect his or her motivation to succeed in school. The authors argue that the irony of MIS being potentially undetected by teachers and other school professionals is that it is relatively straightforward to identify, and in many cases, to correct.     

Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near‐Transfer

We conducted a 14‐week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 116 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the two tutoring conditions and a control group. Results indicated that students in the two tutored groups tended to perform comparably on all tests and to outperform controls (more so in grade 5 than grade 3) on near‐transfer but not far‐transfer measures of RC. This differential pattern of program effects for near‐ versus far‐transfer measures raises questions about how tests of near‐transfer and far‐transfer are conventionally understood.     

The gifted child with attention deficit disorder: An identification and intervention challenge

Studies of children with attention deficit hyperactivity disorder (ADHD) often emphasize the problems, diagnosis and treatment, but rarely consider the characteristics which are remarkably similar to those of creativity. This study reviews the literature on ADHD traits, their similarity to gifted and creative behaviors, and the implications for educational interventions. A case study of a boy identified with ADHD provides the focus for our discussions. The conclusions point to the need for more varied instructional interventions, emotional and social support, and collaboration between educators and parents.     

Language,discourse and teaching the language arts: The development of imaginative self‐understanding

Paul Ricoeur asks that we conceive of the imagination less in terms of visual images than in terms of language. He develops this idea as part of the hermeneutic work of interpreting literary texts and posits that the world disclosed by the literary work provides a space for the imaginative consideration of new possibilities for the self. I describe some principles for educating children in a literary tradition that may assist in the development of linguistic expression and self‐understanding. Furthermore, some suggestions are made concerning the education of language arts teachers in this regard.     

Talking about the Media ‐ A Discussion Guide for Informal Groups

Abstract

This, the first of two articles published in this issue of EMI, is largely based on a UNESCO‐commissioned paper. Its author is Assistant Director of the Scottish Film Council. The paper takes into account the whole spectrum of learners, young and old, and it seeks to provide assistance to those who lead small groups of people in discussions geared to the advancement of media education.