Students Demonstrating Persistent Low Response to Reading Intervention: Three Case Studies

Three students with severe reading disabilities participated in a 3‐year intervention provided by trained tutors from first grade through third grade (175–231 hours). All three students demonstrated very low response to initial levels of intervention and were provided adjusted intensive intervention in an attempt to remedy their low response to instruction. Findings revealed that two of the three students realized limited growth and did not accelerate progress toward reducing the gap between their performance and the expected grade level performance. One student accelerated growth considerably during third grade and made accelerated progress toward grade level expectations. Information on intervention implementation and student progress as well as implications for practice and further research are discussed.     

Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment

The purpose of this investigation was to examine the efficacy of a new preschool oral language and early literacy curriculum package (Teaching Early Literacy and Language [TELL]) for children with developmental speech and/or language impairment (DSLI) either as a primary (e.g., specific to speech and/or language) or secondary impairment (e.g., developmental delay that includes DSLI). Participants included 118 children (30 females, 88 males, M age = 53.58 months) with DLSI and their 29 preschool teachers. The design was a randomized controlled trial (RCT) with assignment to experimental versus contrast conditions at the classroom level. Teachers in TELL classes received formal training, in-class support, and mentoring to implement the curriculum. Dependent measures for the children included scores on the Clinical Evaluation of Language Fundamentals-Preschool 2nd edition (CELF-P2), the Phonological Awareness Literacy Screening for Preschool (PALS-PreK), the Renfrew Bus Story (BUS), and a receptive and expressive vocabulary measure developed for this investigation (VOCAB). Results indicated that when compared to the contrast group, children in the TELL condition demonstrated greater gains on the phonological awareness subtest of the CELF-P2, the sentence length score of the BUS, the letter sounds, beginning sound awareness, and rhyme awareness subtests of the PALS-PreK, and VOCAB. Results suggest that the TELL curriculum package has promise for promoting gains in early literacy and oral language skills in preschool children with DLSI.     

Care practice #3: continuous labor support

This updated edition of Care Practice Paper #3 presents the evidence for the benefits of continuous support in labor. The role of the doula is explained. Women are encouraged to plan for continuous support during labor and to consider including a woman experienced with childbirth among their labor support team.     

建构性的后现代主义

柯布(John B.cobb,Jr.)教授是世界著名过程思想家,建构性后现代主义理论代表人物之一,现任美国过程研究中心创会主任,美国中国后现代发展研究院院长,美国克莱蒙研究生院终身教授。他1952年毕业于芝加哥大学,获哲学博士学位。柯布教授多年来一直从事过程哲学、可持续经济的研究与应用,是一位具有世界影响的学者。已发表著作数十部,代表作有《后现代公共政策》、《建构性后现代哲学的奠基者》、《后现代科学》、《后现代精神》、《为了共同的福祉——面向共同体、环境和可持续未来的经济》等。他应邀于2005年10月28至31日到我校讲学,作了题为“Constructive Postmodernism”的精彩学术报告,以西方哲学话语对建构的后现代主义作了一番梳理,其中不乏独到、精辟之论,受到广大师生的热烈欢迎。这次报告的汉语翻译是我校柏敬泽教授。应师生要求柏教授将全文译成中文并注释,以便读者准确、深入地理解柯布教授的学术报告内容。现把两位学者的共同劳动成果刊登出来,以飨读者,一为庆祝“广西师范大学后现代文化研究中心”的成立,二使更多的人了解柯布教授的学术观点,增进国际、校际之间的学术交流。