The Structure of Phonological Processing and Its Relationship to Basic Reading

We investigated various structural models of phonological processing and the relationship of phonological processing abilities to basic reading. Data were collected on 116 kindergarten and first grade students. The specific ability model, which included phonological awareness, phonological memory, and rapid automatized naming as separate abilities, had the strongest fit to the data. Of the specific phonological processing abilities, rapid automatized naming was least associated with a second-order factor. Phonological awareness and rapid automatized naming accounted for variance in word reading, although the latter demonstrated limited practical utility. Theoretical and practical implications are discussed.     

Learning together,living apart: the experiences of university students in Northern Ireland

Elementary (primary) and high (secondary) school education in Northern Ireland (NI) is essentially segregated along religious lines. The vast majority of young people from the Protestant/Unionist/British community attend state “Controlled” schools while Catholics/ Nationalists/Irish attend schools in the Catholic Church‐based “Maintained” sector. Going to university represents for many the first opportunity to share a significant educational experience with someone from a different politico‐religious group and cultural background. This paper presents the results of a focus‐group based study designed to illuminate students' experiences of intergroup relations at a NI university. Through focus‐group discussions information was generated on cross‐community contact, the influence of group difference, prevalence, and identity, on attitudes and intergroup communication. The university environment as a factor in potential relational development, the role which student bodies and academic staff may play, and policies and practices on accepting diversity are discussed. Recommendations and considerations are highlighted for other pedagogical institutes where complex and difficult intergroup dynamics exist.     

Effect of Overload Warm-up on the Velocity and Accuracy of Throwing

Abstract

Kindergarten boys (N = 12) played in three pieces of nonmoving equipment: wooden pilings, horizontal bars, and a geodesic dome. Movement was measured by use of the spatial dimensions of range, direction, and level and by bases of support as the body factor to determine which piece produced the greatest variety in each dimension and in bases of support. Photographic slides of the 12 subjects, in groups of four, were taken simultaneously by four Nikon motorized F-36 cameras at 5-sec intervals while they moved on the equipment. A flatbed coordinate digitizer plotted the movements of the body parts from raw images into an accurate two-dimensional Cartesian coordinate system. Computer programs transformed data into a three-dimensional system from which measurements were taken. Data was analyzed by using a three-factor repeated measure ANOVA, binomial proportions tests, Scheffes' tests, Kendall correlation, Wilcoxin T, and chi square. Results were significant at the .05 level and above. The bars elicited the greatest amount of range of movement. The pilings stimulated the most right, left, up, and down directional moves. The dome promoted more movement at a high level. Bases of support utilized were independent of the pieces of equipment used. This study provided evidence that a framework for analyzing movement utilizing Laban's spatial dimensions and the body factor of bases of support is appropriate. It also provided a photographic technique and computer programs to analyze movement in three dimensions.