Developmental dyslexia: Is it different from other forms of reading disability?

A controversy whether developmental dyslexia is qualitatively different from other forms of reading disability has existed among reading specialists for many years. In the present study, the hypothesis that the etiology of dyslexia is different from that of other forms of reading disability because of differences in the components that malfunction was tested. A number of studies have shown that the two components that contribute to a large proportion of variance in reading are decoding and comprehension. It is, therefore, possible that a breakdown of different components could lead to different forms of disabilities. College students who were poor readers were assigned to two groups on the basis of their IQ. Conforming to the traditional criterion of dyslexia, those who had an IQ of 95 and above were considered as dyslexic. Those who had an IQ of 85 or below were placed in the Nonspecific Reading-Disabled group. These two groups of poor readers and a group of normal readers were administered a large number of reading-related tests. It was found that the two reading-disabled groups differed from each other in six of the seven areas assessed. There was very little overlap of scores between the two groups in these areas. The results were interpreted to suggest that poor decoding skill is the etiology of developmental dyslexia and that it differs from other forms of reading disability which are caused by generalized cognitive deficits.     

A locus of control and social distance comparison of Canadian and West Indian-born students

Three hundred and seventy-nine participants were tested in the West Indies and in Canada, with the Rotter Locus of Control Scale and the Wolfgang Interpersonal Distance Test. The results indicated that West Indian adolescent students were more internally controlled than their Canadian counterparts. Also, overall, West Indian students showed more approach behavior toward significant interpersonal figures than Canadian students. In addition, no correlation was apparent between locus of control and social distance, suggesting that they are separate constructs. Implications of the findings for social adjustment of West Indian immigrants in Canada are discussed.     

Are the Yo-Yo intermittent recovery test levels 1 and 2 both useful? Reliability,responsiveness and interchangeability in young soccer players

Abstract

The aim of this study was to compare the reliability, internal responsiveness and interchangeability of the Yo-Yo intermittent recovery test level 1 (YY1), level 2 (YY2) and submaximal YY1 (YY1-sub). Twenty-four young soccer players (age 17 ± 1 years; height 177 ± 7 cm; body mass 68 ± 6 kg) completed each test five times within pre- and in-season; distances covered and heart rates (HRs) were measured. Reliability was expressed as typical error of measurement (TEM) and intraclass correlation coefficient (ICC). Internal responsiveness was determined as effect size (ES) and signal-to-noise ratio (ES_TEM). Interchangeability was determined with correlation between training-induced changes. The TEM and ICC for distances in the YY1 and YY2 and for HR in YY1-sub were 7.3% and 0.78, 7.1% and 0.93 and 2.2% and 0.78, respectively. The ESs and ES_TEMs were 0.9 and 1.9 for YY1, 0.4 and 1.2 for YY2 and ?0.3 and ?0.3 for YY1-sub. Correlations between YY1 vs. YY2 and YY1-sub were 0.56 to 0.84 and ?0.36 to ?0.81, respectively. Correlations between change scores in YY1 vs. YY2 were 0.29 and ?0.21 vs. YY1-sub. Peak HR was higher in YY1 vs. YY2. The YY1 and YY2 showed similar reliability; however, they were not interchangeable. The YY1 was more responsive to training compared to YY2 and YY1-sub.     

Understanding mathematics textbooks through reader-oriented theory

Textbooks have the potential to be powerful tools to help students develop an understanding of mathematics. However, many students are unable to use their textbooks effectively as learning tools. This paper presents a framework that can be used to analyze factors that impact the ways students read textbooks. It adapts ideas from reader-oriented theory and applies them to the domain of mathematics textbooks. In reader-oriented theory, the reader is viewed as actively constructing meaning from a text through the reading process; this endeavor is shaped and constrained by the intentions of the author, the beliefs of the reader, and the qualities the text requires the reader to possess. This paper also discusses how reading mathematics textbooks is further constrained by the authority and closed structure of these textbooks. After describing the framework, the paper discusses recommendations for future avenues of research and pedagogy, highlighting the importance of teachers' roles in mediating their students' use of textbooks.     

VIII. THE SITUATION FOR CHILDREN WITHOUT PARENTAL CARE AND STRATEGIES FOR POLICY CHANGE

Research that clearly demonstrates the negative effects of institutionalization, particularly for young children, has been critical for changing policy. However, actually putting science into action requires advocacy, persistence, and perseverance. Policy makers and advocates must be informed about the research and use it effectively. This paper proposes a number of key components for translating research into policy and programs: analyzing the situation, using evidence to build the case for action, developing policies, building program capacity in child welfare and early childhood development, creating a family‐based child welfare system, and developing a system of monitoring and accountability. Much of the knowledge in this paper comes from experiences, desk reviews, and case studies of successful practices. Research provides the basis, but moving research to practice depends on collaboration between researchers who understand the key policy perspectives and policy makers who understand the research.