Sociolinguistics: The implications of a sociological approach in examining the counseling relationshipSociolinguistique: Les insinuation d'une approche sociologique en examinant le rapport de conseil

This article discusses basic concepts of sociolinguistics and considers their relationship to the counseling process. Essentially, it suggests that interviewing be examined in the light of (1) language as a cultural phenomenon and (2) the interactions between individuals and society. When reconceptualized in this way, counseling can benefit from the systematic knowledge of a related field and counselors will be helped to communicate more competently.     

Tracking vocabulary and reading growth in children from lower and higher socioeconomic backgrounds during the transition from primary to secondary education

We examined the relation between socioeconomic status (SES), vocabulary, and reading in middle childhood, during the transition from primary (elementary) to secondary (high) school. Children (N = 279, 163 girls) completed assessments of everyday and curriculum-related vocabulary, (non)word reading, and reading comprehension at five timepoints from age 10 to 13. Piecewise linear mixed-effects models showed significant growth in everyday vocabulary and word reading between every time point. Curriculum vocabulary and reading comprehension showed significant growth during the school year, but not during the summer holidays. There were significant effects of SES on all measures except word reading; yet, SES differences did not widen over time. Our findings motivate targeted reading and vocabulary support for secondary school students from lower SES backgrounds.     

Multiple pathways of integration: Acculturative change and associations with school adjustment in immigrant-origin adolescents

Tracing developmental pathways of immigrant-origin adolescents, this 3-year longitudinal study (2012–2015) examined within-person changes in cultural orientations and their consequences for school adjustment. Multivariate latent growth mixture modeling confirmed multiple pathways of integration, revealing variable acculturative changes along dual trajectories of heritage and mainstream orientations among European-origin (N = 592, M_age = 14.45, 55.1% boys) and Turkish- and Moroccan-origin adolescents (N = 1269, M_age = 14.70, 53.1% boys). Two trajectories for European-origin adolescents differed in heritage orientations (high decreasing and low increasing); for Turkish- and Moroccan-origin adolescents, three trajectories differed in mainstream orientations (high stable, low increasing, and high decreasing). Acculturative change affected aspects of later school adjustment: European-origin adolescents in high heritage orientation trajectories reported more belonging and emotional engagement; Turkish- and Moroccan-origin adolescents in high mainstream orientation trajectories reported more behavioral engagement.     

彩虹结晶

<正>【实验材料包】硼砂粉末、清水、碗、勺子、毛根条、剪刀、彩色卡纸、铅笔、吸水纸圣诞、元旦双节将至,你为小伙伴们准备好新年礼物了吗?本期我们将和大家一起制作彩虹结晶,相信这份精致又有科学范儿的创意手作定能帮你传递出心中浓浓的祝福。     

“泡腾”熔岩灯

正今天我们要为大家提供一份详尽的熔岩灯拼装指南。利用家里常见的植物油和泡腾片,你就能制造出光影变幻的神奇景象。快叫上小伙伴,一起来试试吧!【实验材料】你需要准备:一个透明的塑料瓶,一杯食用油。一杯清水,一瓶食用色素,一片泡腾片     

Investigating orthographic and semantic aspects of word learning in poor comprehenders

This study compared orthographic and semantic aspects of word learning in children who differed in reading comprehension skill. Poor comprehenders and controls matched for age (9–10 years), nonverbal ability and decoding skill were trained to pronounce 20 visually presented nonwords, 10 in a consistent way and 10 in an inconsistent way. They then had an opportunity to infer the meanings of the new words from story context. Orthographic learning was measured in three ways: the number of trials taken to learn to pronounce nonwords correctly, orthographic choice and spelling. Across all measures, consistent items were easier than inconsistent items and poor comprehenders did not differ from control children. Semantic learning was assessed on three occasions, using a nonword–picture matching task. While poor comprehenders showed equivalent semantic learning to controls immediately after exposure to nonword meaning, this knowledge was not well retained over time. Results are discussed in terms of the language and reading skills of poor comprehenders and in relation to current models of reading development.