Early contribution of phonological awareness and later influence of phonological memory throughout reading acquisition

The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1‐year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological discrimination, awareness and various aspects of phonological memory and at assessing their respective contributions to early reading acquisition. Our results show an increase in performance at each phonological processing step, but also suggest a qualitative evolution in their relative importance. Hierarchical regression analyses indicate that reading skills are mainly predicted by phonological awareness measured at the kindergarten stage and, subsequently, by phonological memory abilities measured at the end of first grade. More precisely short‐term memory for serial‐order information seems to contribute to the development of decoding abilities, while phonological knowledge stored in long‐term memory seems to influence word recognition.     

A computerized cataloging management system for health science audiovisuals

This paper describes the implementation of the Stanford Public Information and Retrieval System (SPIRES) by the University of Michigan Medical School Learning Resources Center. SPIRES is a bibliographic data base management system which offers on-line search capabilities and retrieval of data in programmable formats. The Learning Resource Center utilizes SPIRES for the interactive retrieval of cataloging data, bibliographical compilations, and book catalog production.     

The Effects of Inflated Seating Cushions on Engagement in Preschool Circle Time

Inflatable balls and cushions made of non-latex rubber can provide alternatives to sitting on the floor/ground or classroom chairs. This study tested the effect of inflatable cushions (wiggle cushions) placed on the floor for seating during circle time in typical preschool classrooms. The effect on attention was tested using alternating periods of usual seating and wiggle cushions. Four preschool classrooms (n = 25) were utilized, with two randomly assigned to the intervention condition (n = 15) and two as control (n = 10). Circle time was led by classroom teachers. Preschoolers’ engagement was rated using five subscales of the Child Behavior Rating Scale (Mahoney and Wheeden 1999), a five-point Likert-type scale, from video recordings of a uniformly structured seven-minute period at the beginning of circle time. With use of wiggle cushions, there were statistically significant improvements in Attention and Persistence subscales (p = .002, .026 respectively). Teachers provided positive feedback for the intervention, indicating social validity. Results provide support for the use of wiggle cushions to enhance engagement during preschool circle time.     

A cognitive/experiential approach to aural rehabilitation

This paper describes an experiential speechreading course that was designed to provide hearing-impaired students with real-life communication experiences. The course, intended to function as a supplement to traditional speechreading courses, was evaluated with a self-evaluation questionnaire completed by students who took the course and by a matched control group. Results indicate that the course was effective in increasing student self-perceptions of communication success in real-life situations.     

加拿大英语的保守性特点及其成因

加拿大英语除了具有鲜明的创新性特点以外,其保守性特点也很突出。18世纪末英国殖民者将当时的英语带到北美。随着时代的变迁,英语在祖国发生了变化,但大洋彼岸因种种因素没有发生同样的变化。因此在今天的加拿大英语中却仍可寻到昔日英国英语的痕迹。这在语音、词汇和语法方面均有体现。加拿大英语保守性特点的成因主要有语言接触因素、社会因素和移民源的心理因素。通过对加拿大英语保守性特点及其成因的分析,有助于英语的学习与传播。