Why Are There So Many With ADHD?
December 31, 1969
Mother–child shared reading with print and digital texts
December 31, 1969
The purpose of this study was to (1) compare mother—child interactions in three contexts: shared reading with a book in a traditional print format, with an electronic book in a CD-ROM format, and with an electronic book in a video clip format; (2) compare mother—child interactions with a three-year-old and a seven-year-old; and (3) compare children's extra-textual talk during the shared readings. Results indicated mother—child interactions differed in the contexts, with more complex talk evident in the electronic texts. There were differences in mother—child interactions with the two children that seemed contingent on the child's age and experiences. Finally, children's extra-textual talk differed depending on their ages, and these seemed to be context specific.
Negotiation of `how to’ at the cross-section of cultural capital and habitus: Young children’s procedural practices in a student-led literacy group
December 31, 1969
In order to become productive members of an academic community, it is important for students to master its procedural practices. By adapting Bourdieu's concepts of cultural capital, habitus, and field, we examined procedural practices of first-graders from minority and low-socioeconomic-status backgrounds in the context of student-led literacy groups in an urban classroom. We applied a variety of qualitative methods to collect, analyze, and triangulate the data in this ethnographic study. The results showed that differences in cultural capital and habitus intersected within the group context and affected procedural practices in three ways: deciding to accept or reject procedural practices, scaffolding other students' use of classroom-based procedural practices, and co-constructing procedural practices. The findings indicate that grasping procedural practice knowledge and norms influences students' ability to effectively participate in classroom literacy activities, and building students' cultural capital concerning procedural practices enhances their ability to engage in these practices.
Engagement with print: Low-income families and Head Start children
December 31, 1969
This research examined the types of print literacy activities low-income parents reported engaging in with their four-year-old children. There were 38 parents of children involved in Head Start, a pre-school program for children from low-income families living in the USA, who participated in this study. Children were assessed on their knowledge about print. Geographical backgrounds of families accounted for some differences in the types and frequency of print literacy activities parents reported to engage in with their children. However, there were no significant differences in children's print knowledge based on geographical factors. This research may suggest the important role of pre-school and particular parent—child activities in developing children's early print concepts.
Successful engagement in an early literacy intervention
December 31, 1969
The aim of the research reported here was to investigate why a percentage of students experience continued difficulty in literacy learning while participating in Reading Recovery. It was hypothesized that this is to do with particular aspects of teacher—learner interactions. Accordingly the study used ethnographic methodology to describe teacher—learner interactions generally and to then examine selected dimensions of the interaction between particular cohorts of students and their teachers. Specifically investigated were the characteristics of this group, mapping students' learning trajectory, and identifying key points and events that impact on teacher decision-making processes with regard to student learning. The learners who participated in this study were 10 children identified as being at risk of literacy failure. Their participation in one-to-one literacy support resulted in six of the children making considerable progress, with the other four identified as requiring ongoing support beyond the short-term intervention provided by Reading Recovery. The reasons for the successful outcome for the six learners are related to the ways that their teachers orchestrated positive reading and writing opportunities through closely focused verbal support. While this `helping talk' appeared to be decisive in the six successful cases, it was productive but inadequate in the remaining four.
Recognizing ADHD Challenges and Benefits
December 31, 1969
For Adults with ADHD, Knowledge is Power
December 31, 1969
Editorial
December 31, 1969
Feeling More Than Overwhelmed…
December 31, 1969
Why ADHD Awareness? THIS is why!
December 31, 1969
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