Investigating the Double-Deficit Hypothesis in More and Less Transparent Orthographies: A Longitudinal Study from Preschool to Grade 2     

Bjarte Furnes  Åsa Elwér  Stefan Samuelsson  Richard K. Olson  Brian Byrne 《Scientific Studies of Reading》2013,17(6):478-493

ABSTRACT

We investigated the double-deficit hypothesis (DDH) in samples of U.S. (N = 489), Australian (N = 264), and Scandinavian (N = 293) children followed from preschool to grade 2. Children were assigned to double deficit, single deficit and no deficit subtypes in preschool, kindergarten, and grade 1 and compared on reading and spelling in grades 1 and 2. In most analyses, the double deficit subtype scored significantly lower in reading and spelling than the single deficits, a pattern of findings that was identical across samples. Moreover, across countries, RAN deficits showed a stronger effect on reading whereas PA deficits showed stronger effects on spelling. Overall, the results supported the basic premises of the DDH suggesting that the double deficit subtype represents the most impaired readers, and that RAN and PA are separable deficits with different effects on reading and spelling. The results also supported a universal view of literacy development, with similar predictive patterns of DDH subtypes across orthographies.  相似文献   

Genetic and Environmental Influences on Inattention,Hyperactivity-Impulsivity,and Reading: Kindergarten to Grade 2     

Jane L. Ebejer  William L. Coventry  Brian Byrne  Erik G. Willcutt  Richard K. Olson  Robin Corley 《Scientific Studies of Reading》2013,17(4):293-316

Twin children from Australia, Scandinavia, and the United States were assessed for inattention, hyperactivity-impulsivity, and reading across the first 3 school years. Univariate behavior-genetic analyses indicated substantial heritability for all three variables in all years. Longitudinal analyses showed one genetic source operating across the time span and a second entering in the second school year for each variable, though possibly not reliable for inattention. Other analyses confirmed previous findings of pleiotropy (shared genes) between inattention and reading and showed that this genetic overlap is in place from kindergarten onwards and is restricted to one of the genetic sources that affect reading and inattention. The results extend previous conclusions about the developmental trajectories of inattention, hyperactivity-impulsivity, and reading and their relationships. Limitations of this study are discussed, as are educational implications.  相似文献   

Effects of Mindfulness‐Based Versus Interpersonal Process Group Intervention on Psychological Well‐Being With a Clinical University Population     

Ciara Byrne  Lynne A. Bond  Miv London 《Journal of College Counseling》2013,16(3):213-227

This quasi‐experimental study compared a group mindfulness‐based intervention (MI) with an interpersonal process (IP) group intervention and a no‐treatment (NT) control condition in reducing psychological distress among 112 students at 2 universities. At postintervention, IP and MI group participants exhibited significant reductions in anxiety, depression, and interpersonal problems compared with the NT group. At the 6‐month follow‐up, only MI participants maintained the reduction in anxiety, depression, and academic problems; conversely, only IP participants maintained reductions in interpersonal problems.  相似文献   

Criss-cross heart three-dimensional printed models in medical education: A multicenter study on their value as a supporting tool to conventional imaging     

Israel Valverde  Gorka Gomez  Nick Byrne  Shafkat Anwar  Miguel Angel Silva Cerpa  Maria Martin Talavera  Kuberan Pushparajah  Maria Nieves Velasco Forte 《Anatomical sciences education》2022,15(4):719-730

The utility of three-dimensional (3D) printed models for medical education in complex congenital heart disease (CHD) is sparse and limited. The purpose of this study was to evaluate the utility of 3D printed models for medical education in criss-cross hearts covering a wide range of participants with different levels of knowledge and experience, from medical students, clinical fellows up to senior medical personnel. Study participants were enrolled from four dedicated imaging workshops developed between 2016 and 2019. The study design was a non-randomized cross-over study to evaluate 127 participants' level of understanding of the criss-cross heart anatomy. This was evaluated using the scores obtained following teaching with conventional images (echocardiography and magnetic resonance imaging) versus a 3D printed model learning approach. A significant improvement in anatomical knowledge of criss-cross heart anatomy was observed when comparing conventional imaging test scores to 3D printed model tests [76.9% (61.5%–87.8%) vs. 84.6% (76.9%–96.2%), P < 0.001]. The increase in the questionnaire marks was statistically significant across all academic groups (consultants in pediatric cardiology, fellows in pediatric cardiology, and medical students). Ninety-four percent (120) and 95.2% (121) of the participants agreed or strongly agreed, respectively, that 3D models helped them to better understand the medical images. Participants scored their overall satisfaction with the 3D printed models as 9.1 out of 10 points. In complex CHD such as criss-cross hearts, 3D printed replicas improve the understanding of cardiovascular anatomy. They enhanced the teaching experience especially when approaching medical students.  相似文献   

The effect of exercise-induced muscle damage on isometric and dynamic knee extensor strength and vertical jump performance     

Christopher Byrne  Roger Eston 《Journal of sports sciences》2013,31(5):417-425

In this study, we assessed the effect of exercise-induced muscle damage on knee extensor muscle strength during isometric, concentric and eccentric actions at 1.57 rad · s -1 and vertical jump performance under conditions of squat jump, countermovement jump and drop jump. The eight participants (5 males, 3 females) were aged 29.5 - 7.1 years (mean - s ). These variables, together with plasma creatine kinase (CK), were measured before, 1 h after and 1, 2, 3, 4 and 7 days after a bout of muscle damaging exercise: 100 barbell squats (10 sets 2 10 repetitions at 70% body mass load). Strength was reduced for 4 days ( P ? 0.05) but no significant differences ( P > 0.05) were apparent in the magnitude or rate of recovery of strength between isometric, concentric and eccentric muscle actions. The overall decline in vertical jump performance was dependent on jump method: squat jump performance was affected to a greater extent than countermovement (91.6 - 1.1% vs 95.2 - 1.3% of pre-exercise values, P ? 0.05) and drop jump (95.2 - 1.4%, P ? 0.05) performance. Creatine kinase was elevated ( P ? 0.05) above baseline 1 h after exercise, peaked on day 1 and remained significantly elevated on days 2 and 3. Strength loss after exercise-induced muscle damage was independent of the muscle action being performed. However, the impairment of muscle function was attenuated when the stretch-shortening cycle was used in vertical jumping performance.  相似文献   

Exercise interventions for older adults: A systematic review of meta-analyses     

Claudio Di Lorito  Annabelle Long  Adrian Byrne  Rowan H. Harwood  John R.F. Gladman  Stefan Schneider  Pip Logan  Alessandro Bosco  Veronika van der Wardt 《运动与健康科学(英文)》2021,10(1):29

BackgroundThe evidence concerning which physical exercise characteristics are most effective for older adults is fragmented. We aimed to characterize the extent of this diversity and inconsistency and identify future directions for research by undertaking a systematic review of meta-analyses of exercise interventions in older adults.MethodsWe searched the Cochrane Database of Systematic Reviews, PsycInfo, MEDLINE, Embase, CINAHL, AMED, SPORTDiscus, and Web of Science for articles that met the following criteria: (1) meta-analyses that synthesized measures of improvement (e.g., effect sizes) on any outcome identified in studies of exercise interventions; (2) participants in the studies meta-analyzed were adults aged 65+ or had a mean age of 70+; (3) meta-analyses that included studies of any type of exercise, including its duration, frequency, intensity, and mode of delivery; (4) interventions that included multiple components (e.g., exercise and cognitive stimulation), with effect sizes that were computed separately for the exercise component; and (5) meta-analyses that were published in any year or language. The characteristics of the reviews, of the interventions, and of the parameters improved through exercise were reported through narrative synthesis. Identification of the interventions linked to the largest improvements was carried out by identifying the highest values for improvement recorded across the reviews. The study included 56 meta-analyses that were heterogeneous in relation to population, sample size, settings, outcomes, and intervention characteristics.ResultsThe largest effect sizes for improvement were found for resistance training, meditative movement interventions, and exercise-based active videogames.ConclusionThe review identified important gaps in research, including a lack of studies investigating the benefits of group interventions, the characteristics of professionals delivering the interventions associated with better outcomes, and the impact of motivational strategies and of significant others (e.g., carers) on intervention delivery and outcomes.  相似文献   

‘Catholic schooling with a twist?’: a study of faith schooling in the Republic of Ireland during a period of detraditionalisation     

Richard Byrne 《Cambridge Journal of Education》2018,48(4):461-477

The role of faith-based schools is increasingly debated within a context of school reform, rights and plurality in multi-ethnic societies. The Catholic schooling system in the Irish Republic (always referred to as Ireland in the text) represents an interesting case internationally because of the extent to which Catholic education is structurally embedded as normative across the education system. Yet, Ireland is in a process of detraditionalisation and wider societal change. Drawing on Bourdieu and Bernstein, and a mixed methodological study of Catholic secondary schools, the article presents a typology of Catholic schooling in transition. This identifies a continuum of Catholicity among the study schools that is mediated by dynamics of social class in an increasingly competitive and diverse system. It is argued this has implications for considering the role of a recontextualised model of Catholic faith schooling, underpinned by principles of social justice in a multicultural and more secularly oriented society.  相似文献   

The ‘High Achievers’ project: an assessment of the support for students with autism attending UK universities     

Nick Chown  Joanna Baker-Rogers  Liz Hughes  Kleio Nicola Cossburn  Pam Byrne 《Journal of Further & Higher Education》2018,42(6):837-854

In the UK autism is classed as a disability under the Disability Discrimination Act 2005. Under the Special Educational Needs and Disability Act 2001, higher education institutions in the UK are legally required to make reasonable adjustments for students with disabilities who are placed at a substantial disadvantage in comparison to students without disabilities. Despite the social difficulties associated with autism, and autistic students being at a heightened risk of dropping out of university, high-functioning autistic students are often high achievers academically. The National Audit Office recognises university as a desirable option for academically gifted students with autism. As there have been few studies directly examining the needs of autistic students in post-secondary education by established researchers, we undertook an online questionnaire survey of all UK universities, other than those under foreign ownership, to ascertain current levels of support for students with autism in higher education. This was followed up with Freedom of Information Act requests to establishments that did not respond to the survey. We report our findings based on responses from 99 universities out of approximately 160 establishments in total. As autistic university graduates are at a disadvantage when compared to their non-autistic peers in obtaining employment after graduation, we propose that all higher education establishments follow the government recommendation for providers of services not covered by the Autism Act 2009, but who support people into employment, to adopt the Statutory Guidance issued in connection with the Adult Autism Strategy. Universities should consider seeking accreditation under the National Autistic Society’s accreditation scheme.  相似文献   

Future Avenues for Educational Neuroscience From the Perspective of EARLI SIG 22 Conference Attendees     

Annie Brookman‐Byrne  Lia Commissar 《Mind, Brain, and Education》2019,13(3):176-183

The 2018 EARLI SIG 22 Neuroscience and Education conference aimed to facilitate the discussion and sharing of research and translation in educational neuroscience. In this article, we first describe and evaluate the approach taken in organizing the conference, which followed recommendations from the educational neuroscience community. We then summarize responses to a survey that captured delegates' visions of research and translation, their intentions following the conference, and the support they need moving forward. From 88 completed surveys, we first note a common desire for more discussions and collaborations across disciplines, and between teachers and researchers. We highlight particularly novel ideas that are not frequently addressed in the community so far, including discussion of ethical issues, inclusion of learners in research development, open resources for teacher training in neuroscience, and mentoring networks for community members. In sharing these ideas, we highlight future directions for the field as it continues to develop.  相似文献   

Teachers' Assessment and National Testing in Primary Schools in Scotland: roles and relationships     

Wynne Harlen  Heather Chisnall Malcolm  Michel Byrne 《Assessment in Education: Principles, Policy & Practice》1995,2(2):129-144

The revised arrangements for national testing, introduced into primary schools in Scotland in January 1993, give the tests a role in confirming teachers' assessments of when pupils have achieved certain levels of attainment. The test units, in reading, writing and mathematics, are used at any time, with individual pupils or with groups, at teachers' discretion. This paper draws upon evidence gathered by questionnaire and interview with primary school teachers and headteachers during a 4‐year evaluation of the implementation of the non‐statutory guidelines of the 5‐14 development programme, the Scottish national curriculum. It explores how teachers are carrying out formative assessment and how they decide when a pupil is likely to succeed in test units at a certain level. There was evidence of considerable moves towards teachers' assessment becoming more systematic, wide‐ranging and more often recorded. However, the moderating role of the tests material has not been taken on board by the majority of teachers for reasons and with consequences which are explored in the paper.  相似文献