Overview of assessment for deaf and hard of hearing students

Historically assessing deaf and hard of hearing (D/HH) students has been a daunting challenge. Although significant strides have been made, there continues to be a dearth of research and literature specifically addressing the endemic challenges multidisciplinary teams encounter when assessing D/HH students. This article delineates a historical overview, purpose of assessment, student-centered approaches, limitations and challenges, and appropriate protocols for assessing D/HH students.     

Independent evaluation of Q-Interactive: A paper equivalency comparison using the PPVT-4 with preschoolers

Pearson now uses a technology-based testing platform, Q-Interactive, to administer tests previously available in paper versions. The same norms are used for both versions; Pearson's in-house equivalency studies indicated that both versions are equated. The goal of the current study is to independently evaluate equivalency findings. For the current study, equivalency was measured using the three-part test set forth by American Psychological Association in 1986. First, the researchers examined rank order similarity; then, they examined mean score similarity; and finally, they examined score-distribution similarity. One of these equivalency standards (rank order similarity) was not met, and one other standard is debatable (mean score similarity); therefore, the authors noted concerns about the use of Peabody Picture Vocabulary Test, Fourth Edition Q-Interactive for preschoolers. New normative data should be collected.     

Evaluating research efficiency within National R&D Programmes

Relying on efficiency analysis, we evaluate to what extent policy makers have been able to promote the establishment of consolidated and comprehensive research groups to contribute to the implementation of a successful innovation system for the Spanish food technology sector, oriented to the production of knowledge based on an application model. Using data envelopment analysis techniques that allow calculation of a generalized version of the traditional distance function model for productive efficiency, we find pervasive levels of inefficiency and a typology of different research strategies. Among these, in contrast to what has been assumed, established groups do not play the pre-eminent benchmarking role; rather, partially oriented, specialized and “shooting star” groups are the most common patterns. These results correspond with an infant innovation system, where the fostering of higher levels of efficiency and the promotion of the desired research patterns are ongoing.     

Thouësny,Sylvie & Bradley,Linda ed (2011) Second language teaching and learning with technology (Research‐publishing.net,Dublin) isbn 978‐1‐908416‐00‐1 217 pp Free of charge http://research‐publishing.net/publication/978‐1‐908416‐00‐1.pdf

This ten chapter volume intends to approach a number of current issues “from well‐established web‐based learning environments to mobile learning, through current web 2.0 applications such as blogs, which foster intercultural contexts and/or diverse means of computer‐mediated interaction”. In this sense, the valuable book aims to enable readers to gain a deep understanding of the field and to provide research procedures and processes to facilitate the learning of foreign languages through the use of information technology. If you expect the content of this book to be relevant to you, I recommend that you buy a copy for your own use. Jesús García Laborda     

Early reading success and its relationship to reading achievement and reading volume: replication of ‘10 years later’

Cunningham and Stanovich reported a longitudinal investigation over 10 years that examined the unique influence of exposure to print in explaining individual differences on various measures of reading achievement and declarative (general) knowledge. The present study replicated their investigation with a larger number of participants and additional measures of literacy and language skills. Fifty-four 1st graders were administered reading, spelling, vocabulary, IQ, and listening comprehension measures and then followed to the end of 10th grade. At the end of 10th grade, they were administered an IQ test and measures of reading comprehension, language ability, general knowledge, and exposure to print. Results showed that 1st grade reading skills were a strong predictor of 10th grade outcomes. Second and third-grade reading skills were predictive of individual differences in print exposure even after 10th grade reading comprehension and language ability had been partialed. Individual differences in print exposure also predicted differences in the growth of reading ability, word decoding, spelling, vocabulary, and listening comprehension throughout the elementary grades. Findings confirm the powerful, long-term benefits of providing children with a fast start in reading and support the reciprocal nature of strong reading skills and engagement in reading and reading-related activities.     

Social literacy and citizenship education in the school curriculum

This article explores citizenship education's need to focus on both ‘political’ and ‘social’ literacy within a communitarian framework. The Crick Report (1998; see also Lahey, Crick and Porter, 1974), while recognizing that the social dimension of citizenship education was a precondition for both the civic and political dimensions, concentrated largely on ‘political’ literacy. This article examines the social dimension of citizenship education. Concern with the social dimension of the curriculum in schools is not a recent interest, but changes within society have accelerated the social demands made upon schools. At the very least, society expects schools to correct the behaviour of children and to teach them values which usually means insisting on ‘good’ behaviour. The social development of pupils has thus assumed a much greater place in the aspirations of schools. Programmes of personal and social education, together with citizenship education, invariably emphasize a range of social skills and these skills are introduced early and built upon throughout the years of schooling. An individual's sense and ability to make socially productive decisions do not develop by themselves; rather, they require knowledge, values and skills. Above all opportunities are required for children to experience social relations in such a way that they are able to operate critically within value-laden discourses and thereby to become informed and ethically empowered, active citizens.