This study reports findings from a large-scale evaluation of the linguistic phonics approach (LPA) on young children's reading. LPA is a systematic and applied programme (designed and developed for use in Northern Ireland) that differs from traditional phonics programmes. A three-stage test and re-test approach was used to examine reading performance, and children were examined after a two-month summer holiday break to judge the sustainability of the LPA. Findings indicate that the LPA does significantly raise standards and that the gains made by pupils last over time. The study concludes that LPA, in contrast to non-systematic phonics approaches, positively affects the attainment of high, middle and low-level readers.
Gray, C et al. International Journal of Early Years Education 15(1): 15-33, March 2007. Abstract: www.tandf.co.uk/journals Parental beliefs about the nature of ADHD behaviours and their relationship to referral intentions in preschool children Parents of 295 Greek pre-schoolers filled in: (i) a questionnaire made up of a short description of a hypothetical 5-year-old presenting ADHD symptoms, plus rating scales assessing dimensions of severity, impact and referral intention, and (ii) a questionnaire screening ADHD behaviours in their own child. Almost half of the parents who reported ADHD behaviours in their own child noted that they had never met a child exhibiting such behaviours. These parents also perceived such behaviours as being less severe and with less negative family impact than parents not reporting such behaviours in their own child. The conclusion is that parents whose child displays ADHD behaviours tend to perceive them as normal developmental patterns and may suspend the referral of the child.
Maniadaki, K et al. Child: Care, Health and Development 33(2): 188-195, March 2007. Abstract: www.blackwell-synergy.com
Infants' use of shared linguistic information to clarify ambiguous requests When infants in this American research were shown two objects, and asked for one with an indefinite request (eg 'Can you get it for me?'), both 15- and 18-month-olds used the speaker's previous reference to an absent object to interpret the request. The 18-month-olds did so even when the request was made after a 21/2 minute delay. When the request was made by a person who did not take part in the conversation, the infants did not use the previous verbal information. These results demonstrate infants' ability to use language as a source of information in ambiguous contexts and indicate an early appreciation of the shared nature of conversation.
Ganea, P and Saylor, M Child Development 78(2): 493-502, March/April 2007.
Abstract: http://www.srcd.org/pubs.html
