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The purpose of this paper is to explore parents’ perceptions of the process of having their child assessed for dyslexia by an independent Educational Psychologist and the affective impact on the child or young person. The research was carried out as part of an evaluation of the services offered by the Northern Ireland Dyslexia Centre (NIDC). The methodology involved the use of a postal survey questionnaire with both qualitative and quantitative outcomes. Findings are discussed in the context of strategies for promoting partnerships with parents and affective-academic pathways for learners with dyslexia. 相似文献
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Tove Faber Frandsen Christina Louise Lindhardt Mette Brandt Eriksen 《Journal of the Medical Library Association》2021,109(3):388
Objective:A growing volume of studies address methods for performing systematic reviews of qualitative studies. One such methodological aspect is the conceptual framework used to structure the review question and plan the search strategy for locating relevant studies. The purpose of this case study was to evaluate the retrieval potential of each element of conceptual frameworks in qualitative systematic reviews in the health sciences.Methods:The presence of elements from conceptual frameworks in publication titles, abstracts, and controlled vocabulary in CINAHL and PubMed was analyzed using a set of qualitative reviews and their included studies as a gold standard. Using a sample of 101 publications, we determined whether particular publications could be retrieved if a specific element from the conceptual framework was used in the search strategy.Results:We found that the relative recall of conceptual framework elements varied considerably, with higher recall for patient/population (99%) and research type (97%) and lower recall for intervention/phenomenon of interest (74%), outcome (79%), and context (61%).Conclusion:The use of patient/population and research type elements had high relative recall for qualitative studies. However, other elements should be used with great care due to lower relative recall. 相似文献
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An unexpected and remarkable preference for second language reading among some dyslexics has been noted, presenting a challenge to accepted theory on dyslexia and the capacity for second language learning. The current study was designed to examine this phenomenon by systematically looking at the differential reading scores in the first and second languages of reading-disabled young Swedish adults who claimed to prefer reading in their second language (English). Three groups were selected for study: a group of 10 reading-disabled young adults who prefer to read English; a second group of 10 reading-disabled with no special preference for second language reading, matched on word recognition efficiency, age group, gender and educational level and a group of 10 normal readers matched on age group and educational level. The test battery was designed to compare overall reading efficiency in English and Swedish and therefore encompassed both speed and accuracy measures. The battery covered seven phonological measures, four orthographic measures,three isolated word reading measures, two continuous text reading measures, a comprehension task and an author recognition task. All tasks were carried out in both English and Swedish. The results showed that two dyslexic groups differed significantly in the degree to which task performance, including reading efficiency, was impeded by the English format. A tentative hypothesis was forwarded as to how the exceptional and unexpected facility with English might be explained. 相似文献
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The overlap of words specifically taught in reading textbooks with the contents of standardized reading achievement tests may be a source of bias that is frequently overlooked in psychoeducational assessments. This study compares the standardized achievement test performance of 62 second graders receiving instruction in two different reading curricula (Open Court and Houghton-Mifflin) to determine whether either curriculum generates different quantitative estimates of reading achievement. Reading subtest scores derived from the Kaufman Test of Educational Achievement-Brief Form (K-TEA), the Wide Range Achievement Test-Revised (WRAT-R), and the Reading Recognition and Reading Comprehension subtests from the Peabody Individual Achievement Test (PIAT) were examined. Grade level equivalents and scaled scores from the California Achievement Test (CAT) were also examined. Three Curriculum × Test repeated measures ANOVAs were conducted using grade level scores (2×7), standard scores (2×4), and CAT scaled scores (2 × 5) as dependent measures. A significant Curriculum × Test interaction was identified, suggesting differences among tests in estimates of reading ability as a function of the reading program. 相似文献
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Georgina L. Kent Brian Dawson Lars R. McNaughton Gregory R. Cox Louise M. Burke Peter Peeling 《Journal of sports sciences》2019,37(3):339-346
This investigation assessed the effect of dietary nitrate (NO3?) supplementation, in the form of beetroot juice (BR), on repeat-sprint performance in normoxia and normobaric hypoxia. 12 male team-sport athletes (age 22.3 ± 2.6 y, VO2peak 53.1 ± 8.7 mL.kg?1.min?1) completed three exercise trials involving a 10 min submaximal warm-up and 4 sets of cycling repeat-sprint efforts (RSE; 9 × 4 s) at sea level (CON), or at 3000 m simulated altitude following acute supplementation (140 mL) with BR (HYPBR; 13 mmol NO3?) or NO3–depleted BR placebo (HYPPLA). Peak (PPO) and mean (MPO) power output, plus work decrement were recorded during the RSE task, while oxygen consumption (VO2) was measured during the warm-up. There were no significant differences observed between HYPBR and HYPPLA for PPO or MPO; however, work decrement was reduced in the first RSE set in HYPBR compared with HYPPLA. There was a moderate effect for VO2 to be lower following BR at the end of the 10 min warm-up (ES = 0.50 ± 0.51). Dietary NO3? may not improve repeat-sprint performance in hypoxia but may reduce VO2 during submaximal exercise. Therefore, BR supplementation may be more effective for performance improvement during predominantly aerobic exercise. 相似文献