Autoimmunity: the political state of nature     

Vicki Kirby 《Parallax》2017,23(1):46-60

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Unexpected Poor Comprehenders Among Adolescent ESL Students     

Miao Li  John R. Kirby 《Scientific Studies of Reading》2014,18(2):75-93

This study explored characteristics of reading comprehension difficulties among Chinese students learning English as a second language (ESL). Two hundred forty-six Grade 8 English-immersion students in China were administered a battery of reading-related and reading comprehension tests. Three groups of comprehenders matched on age, nonverbal intelligence, and word-reading speed were identified: unexpected poor comprehenders, expected average comprehenders, and unexpected good comprehenders. The three groups differed in vocabulary and higher level processes. Vocabulary breadth and depth distinguished between the unexpected poor comprehenders and the expected average comprehenders. Inference, strategy, listening comprehension, summary writing, and morphological awareness distinguished between the expected average comprehenders and the unexpected good comprehenders. The findings suggest that vocabulary is the main source of reading comprehension difficulties in ESL unexpected poor comprehenders. The advantage of the unexpected good comprehenders group is primarily due to discourse comprehension and strategic processes, and is only possible with high language proficiency. There is no evidence that ESL unexpected poor comprehenders have poor Chinese (L1) reading ability.  相似文献   

Eye movements of university students with and without reading difficulties during naming speed tasks     

Noor Al Dahhan  George K. Georgiou  Rickie Hung  Douglas Munoz  Rauno Parrila  John R. Kirby 《Annals of dyslexia》2014,64(2):137-150

Although naming speed (NS) has been shown to predict reading into adulthood and differentiate between adult dyslexics and controls, the question remains why NS is related to reading. To address this question, eye movement methodology was combined with three letter NS tasks (the original letter NS task by Denckla & Rudel, Cortex 10:186–202, 1974, and two more developed by Compton, The Journal of Special Education 37:81–94, 2003, with increased phonological or visual similarity of the letters). Twenty undergraduate students with reading difficulties (RD) and 27 without (NRD) were tested on letter NS tasks (eye movements were recorded during the NS tasks), phonological processing, and reading fluency. The results indicated first that the RD group was slower than the NRD group on all NS tasks with no differences between the NS tasks. In addition, the NRD group had shorter fixation durations, longer saccades, and fewer saccades and fixations than the RD group. Fixation duration and fixation count were significant predictors of reading fluency even after controlling for phonological processing measures. Taken together, these findings suggest that the NS–reading relationship is due to two factors: less able readers require more time to acquire stimulus information during fixation and they make more saccades.  相似文献   

Do teachers know more about specific learning difficulties than general practitioners?     

Amanda Kirby  Rhys Davies  Amy Bryant 《British Journal of Special Education》2005,32(3):122-126

In this article, Dr Amanda Kirby, medical director at the Dyscovery Centre in Cardiff, Rhys Davies, a researcher for the School of Education at the University of Wales, and Amy Bryant, a psychology student at Cardiff University, report on their investigations into teachers' and general practitioners' (GPs') knowledge of six specific learning difficulties. It was hypothesised that the knowledge of both groups would be similar. The recent development of a labelling culture has resulted in confusion over the terms and the actual difficulties encountered by the individual. The authors asked 105 teachers and 105 GPs to define six categories of learning difficulties (dyspraxia; developmental co-ordination disorder (DCD); attention deficit disorder (ADD); deficit in attention, motor control and perception (DAMP); Asperger's syndrome; and dyslexia) on a questionnaire.
The teachers gave significantly more correct definitions than the GPs. However, knowledge from both professional groups was limited, with correct responses only demonstrating a cursory awareness. There are implications for both groups of professionals. Teachers will not be able to recognise or accommodate the child with learning difficulties in class if their knowledge is limited. Similarly GPs will find it difficult to detect and appropriately refer children with learning difficulties. Finally, and most importantly, there are implications for the identification and support of the child, in both the short term and the long term, and associated psychological issues such as lowered self-esteem, depression and anxiety. Amanda Kirby, Rhys Davies and Amy Bryant make suggestions for improving the level of knowledge among professionals through training and discuss, in this engaging and frequently amusing article, some of the issues surrounding the current labelling system.  相似文献   

Rhythm and reading development in school‐age children: a longitudinal study     

Dana David  Lesly Wade‐Woolley  John R. Kirby  Katharine Smithrim 《Journal of Research in Reading》2007,30(2):169-183

Rhythm production in 53 children in grade 1 was investigated as a predictor of reading ability in the same children in grades 1–5. This paper reports the results of correlations and hierarchical regression analyses, controlling for shared variance between phonological awareness and naming speed. Rhythm was correlated significantly with both phonological awareness and naming speed. Rhythm predicted significant variance in reading ability at each grade level. Once phonological awareness was controlled, however, rhythm was a significant predictor only in grade 5. When naming speed was controlled, rhythm predicted unique variance in reading ability in grades 2, 3 and 5. Implications for the relationship between rhythm and the development of reading skills are discussed.  相似文献   

AD/HD: The role of teachers in the assessment of children suspected of having AD/HD     

Gill Salmon  Amanda Kirby 《British Journal of Special Education》2009,36(3):147-154

In the light of recent guidance published by The National Institute for Health and Clinical Excellence (NICE) on the diagnosis and management of attention deficit disorders in children, young persons and adults, Gill Salmon, a consultant Child and Adolescent Psychiatrist based in Swansea, South Wales, and Amanda Kirby, Professor of Developmental Disorders in Education based at the University of Wales, Newport, give an overview of the rationale for involving teachers in the assessment of children with AD/HD and the development and implementation of subsequent educational interventions. They also review the resulting training implications; explore some of the obstacles to multi‐agency, multi‐disciplinary working; and examine how current special educational needs policy goes hand‐in‐hand with the tiered approach to provision of child and adolescent mental health services in offering a graduated response to these children.  相似文献   

Spatial characterisation of natural and third-generation artificial turf football pitches     

Alex Kirby  Stephen J. Spells 《Sports Engineering》2006,9(1):59-64

In contrast to the situation with early artificial turf pitches, little information has previously been published on the characterisation of third-generation artificial surfaces. The spatial variation of ball rebound resilience and rotational resistance were measured here under dry conditions, late in the season, for two natural turf football pitches and a recently laid third-generation artificial turf pitch. Data for the natural turf pitches show a wider variation with position on the pitch than for the artificial pitch. The latter surface showed remarkable consistency in both quantities measured. Surprisingly, all ball rebound resilience data and some of the rotational resistance values were found to lie outside current FIFA specifications, possibly due to the level of wear in natural turf at this stage of the season. For the artificial turf, the deterioration in properties over a period of 6 months is significant and suggests more frequent testing is needed. Taking data from various pitch positions, the two measured quantities were shown for the first time, as far as we are aware, to be inversely related for both natural turf pitches. This correlation may be largely attributed to differences in the extent of grass cover and/or soil compaction. For artificial turf, the lack of variation in measured quantities with pitch position precluded the determination of any correlation.  相似文献   

Research into demand for counselling/therapeutic provision in a group of primary schools     

Dudley Moore  Steve Decker  Angela Greenwood  Sandy Kirby 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):276-281

A questionnaire survey was conducted among a group of primary schools in south‐east England to try to establish what level of demand there would be for a counselling/educational therapy service, and whether headteachers would be prepared to allocate the required funding. The research shows that there is a significant number of children who could benefit from such a service and that there is some willingness to make funds available for this although, not surprisingly, there was a good deal of reservation about how much money could be allocated.  相似文献   

Reading skills in early readers: genetic and shared environmental influences     

Petrill SA  Deater-Deckard K  Thompson LA  Dethorne LS  Schatschneider C 《Journal of learning disabilities》2006,39(1):48-55

The present study combined parallel data from the Northeast-Northwest Collaborative Adoption Projects (N2CAP) and the Western Reserve Reading Project (WRRP) to examine sibling similarity and quantitative genetic model estimates for measures of reading skills in 272 school-age sibling pairs from three family types (monozygotic twins, dizygotic twins, and unrelated adoptive siblings). The study included measures of letter and word identification, phonological awareness, phonological decoding, rapid automatized naming, and general cognitive ability. Estimates of additive genetic effects and shared environmental effects were moderate and significant. Furthermore, shared environmental effects estimated in twins were generally similar in magnitude to adoptive sibling correlations, suggesting highly replicable estimates across different study designs.  相似文献   

The influence of the site of sampling and assay medium upon the measurement and interpretation of blood lactate responses to exercise.     

J R Williams  N Armstrong  B J Kirby 《Journal of sports sciences》1992,10(2):95-107

This paper reports the findings of two investigations into methodological problems associated with the interpretation of blood lactate (BLa) in the sports sciences. In Experiment 1, brachial artery (A), antecubital venous (V) and fingertip capillary (C) blood samples were drawn simultaneously from nine subjects (mean age 21.1 +/- 1.3 years) during an incremental treadmill protocol and immediately assayed for BLa concentration. Experiment 2 investigated the extent of lactate concentration differences in whole blood (WB), lysed blood (LB) and plasma (P) measured using a YSI 23 AM analyser. In Experiment 1, a comparison of the mean BLa concentrations obtained from the three sites revealed no significant differences (P greater than 0.05). Correlations between BLa samples from different sites were very high, with r values ranging from 0.858 to 0.983. In Experiment 2, the mean lactate concentrations were: WB, 4.7 +/- 2.7 mM; LB, 5.0 +/- 3.0 mM; P, 7.0 +/- 3.8 mM. Plasma (P) values were significantly higher than WB and LB. Values from all sites were highly correlated with coefficients ranging from 0.963 to 0.987. In conclusion: (1) Significant arterial and venous BLa concentration differences do not exist during incremental treadmill exercise. (2) As capillary BLa concentrations reflect arterial values, their use in laboratory and field settings is recommended. (3) Lactate concentration differences in whole blood, lysed blood and plasma will influence the assessment of performance at fixed lactate reference values. (4) If the inter-laboratory test procedures are to be standardized and results compared, precise reporting of lactate sampling and assay techniques is critical.  相似文献