استكشف المجموعة الواسعة من العناوين المتاحة.

Introduces several types of animals that live in caves.

This qualitative phenomenological narrative research study explored the educational strategies that contribute to the school success of low-income, gifted and talented, third grade students from the perspectives of third grade, gifted, and talented teachers. Eight, third grade teachers of low-income, gifted and talented, third grade students were selected using purposeful, snowball sampling and interviews. The findings suggested that gifted and talented teachers use a variety of instructional techniques and an advanced curriculum to help low-income, gifted, and talented students be academically successful. The findings also suggested that the teachers are willing to make an extra effort to meet the social and emotional needs of their students inside of the classroom. The teachers of low-income gifted and talented, third grade students admit that they face challenges in the gifted classroom at times, but they are willing to overcome these challenges using various strategies to help their students be academically successful.

Policy, training and research reflect the importance of patient involvement in decisions about their care. Adoption demands certain skills though, may result in conflict, or be too threatening for patients. Using an iterative process, politeness theory was used to analyse the linguistic management of these threats and challenges in videos of GP consultations. The collaborative nature of GPs’ positive politeness had persuasive effects, whilst their negative strategies gave rise to examples of ambiguity causing confusion. Patients’ negative politeness demonstrated discomfort when presenting potentially contentious decisions whilst their use of positive politeness acted as a means of promoting cooperation. GPs used positive politeness when supporting patients’ decisions, offering reassurance and redressing damage to face, conversely disagreement was conveyed by the absence of such strategies and lack of reparative work. Difficulties were identified in the way in which space for patient participation was created and managed, and the strategies used to convey information. The contrast in GP responses to patients’ decisions highlighted how subtle barriers to participation can be. These findings demonstrate the complexity of language and meaning and the need for a more sophisticated understanding of language use in communication skills and related training, as well as associated research.

Moving is stressful anytime, but when a family is forced to move because they cannot afford to pay their mortgage-it is a whole different experience. Kid-friendly text helps young readers make sense of it all. Tough topics such as having to move into a shelter are dealt with in a sensitive and encouraging manner. This book also gives some ideas of what to expect when a family moves in with relatives while they get back on their feet.

This dissertation is a collection of three studies designed to explore the contribution of prosody to reading development. Each chapter represents a separate study. Chapter 2. Using a non-speech specific measure of prosody, rise time perception, Goswami and her colleagues have found that individuals with dyslexia perform significantly worse than non-impaired readers. Studies have also found that children and adults with specific language impairment were impaired on these tasks. Despite the high co-morbidity of these disorders, only one study has assessed rise time sensitivity in children with co-morbid reading and non-phonological language difficulties. This study further examined rise time sensitivity in children with both reading and non-phonological language difficulties. I compared performance on rise time perception tasks between 17 children with reading difficulties, 16 children with reading and non-phonological language difficulties, and 17 chronological age matched controls. There was a significant interaction between group and performance on auditory tasks. Further tests revealed that chronological age matched controls were significantly better on the rise time measures compared to both groups of children with reading difficulties. Performance between the groups of children with reading difficulties did not significantly differ, indicating that additional non-phonological language difficulties were not associated with a more severe rise time perception deficit. Chapter 3. Studies have begun to focus on what skills contribute to the development of phonological awareness, an important predictor of later reading attainment. One of these skills is the perception of prosody, which is the rhythm, tempo, and stress of a language. To examine whether prosodic perception contributes to phonological awareness prior to formal reading tuition, we assessed 49 children who had not yet learned how to read. Using confirmatory factor analysis, we found that measures of prosodic perception and phonological awareness loaded onto separate factors. Our regression analyses revealed that prosodic perception accounted for a significant amount of variance after partialing out definitional vocabulary, but not after accounting for receptive vocabulary. Based on the independence of prosodic perception from definitional vocabulary, we concluded that prosodic perception contributes to the development of phonological awareness indirectly through receptive vocabulary, by improving speech processing skills, but independently of semantic knowledge. Further studies should examine the role of prosody in children at-risk for later reading difficulties. Chapter 4. In order to reduce the prevalence and severity of reading difficulties, research has begun to focus on early predictive indicators of later reading problems, including prosody. Perception of the rhythm, tempo, and stress of a language has been linked to individual differences in older children and adults, but few studies have examined the role of prosody during the transition from pre-reader to reader. In the current study, we assessed 34 participants in preschool on prosodic perception, vocabulary, and phonological awareness and then ten months later in kindergarten on word reading, vocabulary, and phonological awareness. We found that prosodic perception was significantly associated with word reading, but that phonological awareness acted as the main mediator in that relationship. Vocabulary also partially mediated the link between prosodic perception and reading, but the mediation effect was weaker than that observed for phonological awareness. The lack of a direct pathway between prosodic perception and word reading in this study might be due to the lack of complex words on the reading measures. Additional studies should explicitly investigate the role of prosodic perception in the development of multisyllabic word reading.

A guide to debt, what it is, what it may mean for your family, and how you can help.

A recent theory proposed by Goswami et al (2002), dubbed the P-Center hypothesis, posits that the characteristic cognitive and behavioral patterns observed in developmental dyslexia are a result of low-level auditory impairments. Previous studies have found that children with developmental dyslexia perform worse on P-center perception tasks when compared to chronological age matched controls, younger reading level controls have intermediate thresholds, and this deficit has also been observed in children with specific language impairment. The current study found similar trends in children aged between 7-16, in that children with dyslexia and dyslexia with additional language difficulties had less sensitive mean thresholds on the P-center perception tasks than chronological age matched controls. If these trends persist, then more ecologically valid stimuli and more sophisticated methods should be used to explore the P-center deficit in children with developmental dyslexia.

This book examines the life and behaviors of the deep-sea anglerfishes.

Similar to excavations of ancient antiquities that disappear with the passage of time, the partial remains of the once-sturdy fort lay before us, made from a discarded giant cable spool, branches, sticks, and mud. Previous to then, although having food allergies, he had been a typical kid and was part of the tribe of children who roamed the property, playing for hours without much adult supervision. Since he lived about 100 yards from us, it was always convenient for him to come over, for which we were grateful.