Bad News: The Changing Coverage of National Leaders in Foreign Media of Western Democracies     

Meital Balmas 《Mass Communication and Society》2017,20(5):663-685

This is a study on international news flow based on a computerized analysis of foreign news coverage of national leaders in seven liberal democracies (Canada, Germany, France, Israel, Italy, the U.K., and the U.S.), encompassing a period of 30 years (N = 266,177). The results attest to a longitudinal trend in the coverage of foreign leaders in the political media of three countries—Canada, the U.S., and the U.K.: the tone is becoming increasingly negative. Two main factors account for these variations. The first is the level of political personalization in foreign coverage: Greater focus on foreign leaders is positively associated with increasing negativity toward these leaders. The second factor relates to proximity between countries: Negativity was found to be inversely and significantly associated with value and geographic proximity and to be inversely associated, with marginal significance, with political and economic proximity.  相似文献   

Emergent literacy skills for five kindergartners with autism spectrum disorder: a pilot study          下载免费PDF全文

Yael Kimhi  Meital Achtarzad  Gila Tubul‐Lavy 《Journal of Research in Special Educational Needs》2018,18(3):211-221

In typical development, emergent literacy skills predict successful reading abilities. Code‐related literacy skills may include letter knowledge, print concepts, early writing and early phonological awareness. Meaning‐related literacy skills may include lexical and grammatical ability, story retelling and comprehension. Children with ASD (autism spectrum disorder) show, on the most part, poor reading comprehension abilities, yet up to date, research regarding emergent literacy skills in ASD is limited. We conducted a study to investigate a naturalistic, standards‐based national literacy programme, for five kindergartners with ASD, of age 5‐8 years in their kindergarten setting. We implemented an ASD‐adapted intervention as an intensive group treatment over 6 weeks, with a pretest–posttest design to examine emergent literacy gains. The children with ASD demonstrated gains in both code‐related and meaning‐related skills following intervention. The clinical and theoretical implications are discussed regarding the importance of an intensive structured literacy intervention for children with ASD before entering school.  相似文献