Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia

The relationship between late-talkers' language development and reading and spelling outcomes was examined in children with and without familial risk for dyslexia. The late-talking subgroups were defined using parent- and test-based assessments of receptive and expressive vocabulary and grammar at 2 and 2.5 years as intake criteria. The language skills of late talkers and the remainders of these two groups were assessed at 3.5, 5, and 5.5 years. Reading/spelling outcomes were compared at the end of the second grade. Late-talking toddlers of the at-risk group who had both poor receptive and expressive skills performed less well than all other groups on language measurements at 5.5 years. In contrast, the control group's late talkers with an expressive delay reached the language level of their age-mates already by 3.5 years, and maintained their age-appropriate position two years later. The most significant differences in the reading skills were found between the at-risk children with receptive and expressive delay and the remainder of the controls. Age-appropriate early language skills did not, however, ensure norm-level fluent reading in the at-risk group. The remainder of the at-risk group performed at a significantly lower level than did the remainder of the controls, both on the oral reading and spelling tasks.     

Experiments with dictionary-based CLIR using graded relevance assessments: Improving effectiveness by pseudo-relevance feedback

Research on cross-language information retrieval (CLIR) has typically been restricted to settings using binary relevance assessments. In this paper, we present evaluation results for dictionary-based CLIR using graded relevance assessments in a best match retrieval environment. A text database containing newspaper articles and a related set of 35 search topics were used in the tests. First, monolingual baseline queries were automatically formed from the topics. Secondly, source language topics (in English, German, and Swedish) were automatically translated into the target language (Finnish), using structured target queries. The effectiveness of the translated queries was compared to that of the monolingual queries. Thirdly, pseudo-relevance feedback was used to expand the original target queries. CLIR performance was evaluated using three relevance thresholds: stringent, regular, and liberal. When regular or liberal threshold was used, a reasonable performance was achieved. Using stringent threshold, equally high performance could not be achieved. On all the relevance thresholds the performance of the translated queries was successfully raised by pseudo-relevance feedback based query expansion. However, the performance of the stringent threshold in relation to the other thresholds could not be raised by this method.     

Teacher education matters: Finnish teacher educators’ concerns,beliefs, and values

The professional development of teacher educators is gaining increasing interest globally. However, not so many studies have been carried out in the Finnish context, which is somewhat surprising considering that the Finnish education system and teacher education has gained so much interest worldwide. This study investigates Finnish teacher educators’ concerns, beliefs and values. The results show that teacher educators experienced a variety of concerns in their work, in the beginning mainly dealing with the position and being a novice, and later they became more concerned with heavy workloads and practical teaching-related matters. The teacher educators studied considered the students’ education to be the most important aspect of their work. The research-based nature of teacher education was also felt to be very important, along with its community aspects, and their own specialization. In general, Finnish teacher educators considered their work to be important.     

Comparison of maximal anaerobic running tests on a treadmill and track

To develop a track version of the maximal anaerobic running test, 10 sprint runners and 12 distance runners performed the test on a treadmill and on a track. The treadmill test consisted of incremental 20-s runs with a 100-s recovery between the runs. On the track, 20-s runs were replaced by 150-m runs. To determine the blood lactate versus running velocity curve, fingertip blood samples were taken for analysis of blood lactate concentration at rest and after each run. For both the treadmill and track protocols, maximal running velocity (v max), the velocities associated with blood lactate concentrations of 10 mmol x l-1 (v10 mM) and 5 mmol x l(-1) (v5 mM), and the peak blood lactate concentration were determined. The results of both protocols were compared with the seasonal best 400-m runs for the sprint runners and seasonal best 1000-m time-trials for the distance runners. Maximal running velocity was significantly higher on the track (7.57 +/- 0.79 m x s(-1)) than on the treadmill (7.13 +/- 0.75 m x s(-1)), and sprint runners had significantly higher vmax, v10 mM, and peak blood lactate concentration than distance runners (P < 0.05). The Pearson product--moment correlation coefficients between the variables for the track and treadmill protocols were 0.96 (v max), 0.82 (v10 mM), 0.70 (v5 mM), and 0.78 (peak blood lactate concentration) (P < 0.05). In sprint runners, the velocity of the seasonal best 400-m run correlated positively with vmax in the treadmill (r = 0.90, P < 0.001) and track protocols (r = 0.92, P < 0.001). In distance runners, a positive correlation was observed between the velocity of the 1000-m time-trial and vmax in the treadmill (r = 0.70, P < 0.01) and track protocols (r = 0.63, P < 0.05). It is apparent that the results from the track protocol are related to, and in agreement with, the results of the treadmill protocol. In conclusion, the track version of the maximal anaerobic running test is a valid means of measuring different determinants of sprint running performance.     

Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer-assisted remedial reading intervention,and mainstream instruction

The aim of the longitudinal intervention study was to build a model of predictive values of reading fluency in three contrastive reading groups: remedial and computer-assisted remedial reading intervention, and mainstream instruction, to identify the most effective type of intervention for children with different profiles of compromised pre-reading skills. The participants were 7-year-old Finnish school beginners (N = 166). Two remedial interventions took place in four weekly sessions of 45 min over a period of 28 weeks in Grade 1. For a child with deficits in the core pre-reading skills (letter knowledge, phonological awareness or rapid automatized naming), the computer-assisted remedial intervention would be the most successful in remediating reading fluency in the transparent Finnish language. Furthermore, children in the computer-assisted intervention were able to reach the average level of the mainstream children by the end of Grade 2.     

Evaluating the effectiveness of relevance feedback based on a user simulation model: effects of a user scenario on cumulated gain value

We propose a method for performing evaluation of relevance feedback based on simulating real users. The user simulation applies a model defining the user’s relevance threshold to accept individual documents as feedback in a graded relevance environment; user’s patience to browse the initial list of retrieved documents; and his/her effort in providing the feedback. We evaluate the result by using cumulated gain-based evaluation together with freezing all documents seen by the user in order to simulate the point of view of a user who is browsing the documents during the retrieval process. We demonstrate the method by performing a simulation in the laboratory setting and present the “branching” curve sets characteristic for the presented evaluation method. Both the average and topic-by-topic results indicate that if the freezing approach is adopted, giving feedback of mixed quality makes sense for various usage scenarios even though the modeled users prefer finding especially the most relevant documents.     

The role of achievement beliefs and behaviours in spontaneous reading acquisition

This study examined the role of motivational or attitudinal factors, such as achievement beliefs and behaviours, in learning to read before receiving formal instruction. A total of 200 Finnish children were examined at ages 5 and 6½. Half of them (n = 107) had a familial risk for dyslexia. The results showed that those children who were verbally skilful at age 5 showed a higher level of task-focused behaviour at age 6½. This task-focused behaviour then contributed to spontaneous reading acquisition. The impact of previous verbal skills on spontaneous reading acquisition was mediated in part by achievement behaviour.     

Reading development subtypes and their early characteristics

The present findings are drawn from the Jyv?skyl? Longitudinal Study of Dyslexia (JLD), in which approximately 100 children with familial risk of dyslexia and 100 control children have been followed from birth. In this paper we report data on the reading development of the JLD children and their classmates, a total of 1,750 children from four measurement points during the first two school years. In the total sample, we examined whether heterogeneous developmental paths can be identified based on profiles of word recognition and reading comprehension. Secondly, we studied what kind of early language and literacy skill profiles and reading experiences characterize the children with differing reading development in the follow-up sample. The mixture modeling procedure resulted in five subtypes: (1) poor readers, (2) slow decoders, (3) poor comprehenders, (4) average readers, and (5) good readers. The children with familial risk for dyslexia performed on average at a lower level in all reading tasks than both their classmates and the controls, and they were overrepresented in slow decoders subtype. Differences between the subtypes were found in the early language and literacy skill development, as well as in the reading experiences of the reading subtypes.     

Changes in force production, blood lactate and EMG activity in the 400-m sprint.

The neural activation (iEMG) and selected stride characteristics of six male sprinters were studied for 100-, 200-, 300- and 400-m experimental sprints, which were run according to the velocity in the 400 m. Blood lactate (BLa) was analysed and drop jumps were performed with EMG registration at rest and after each sprint. Running velocity (P less than 0.001) and stride length (P less than 0.05) decreased and contact time increased (P less than 0.01) during the 400-m sprint. The increase in contact time was greatest immediately after runs of 100 and 300 m. The peak BLa increased and the rate of BLa accumulation decreased with running distance (P less than 0.001). The height of rise of the centre of mass in the drop jumps was smaller immediately after the 300 m (P less than 0.05) and the 400 m (P less than 0.01) than at rest, and it correlated negatively with peak BLa (r = -0.77, P less than 0.001). The EMG and EMG:running velocity ratio increased with running distance. It was concluded that force generation of the leg muscles had already begun to decrease during the first quarter of the 400-m sprint. The deteriorating force production was compensated for until about 200-300 m. Thereafter, it was impossible to compensate for fatigue and the speed of running dropped. According to this study, fatigue in the 400-m sprint among trained athletes is mainly due to processes within skeletal muscle rather than the central nervous system.     

Efficiency differences of finnish senior secondary schools: An application of DEA and Tobit analysis

We studied efficiency differences among Finnish senior secondary schools by Data Envelopment Analysis (DEA). Four model variants were used. Average efficiencies in the most extensive models were 82–84 per cent. When parents' educational level was treated as an additional input, average efficiency increased to 91 per cent. The efficiency rankings of schools changed to some extent when simplest quantitative inputs and outputs were augmented by measures of teacher quality and national matriculation examination results. As a second stage after DEA analysis, we explained the degree of inefficiency (100-efficiency score) by a statistical Tobit model. Schools with small classes and heterogenous student bodies were inefficient whereas school size did not affect efficiency. Surprisingly, private schools were inefficient relative to public schools. When parents' educational level was only included in the Tobit model, it affected efficiency positively.