Long-term outcomes of early reading intervention

This study explores the long-term effectiveness of two differing models of early intervention for children with reading difficulties: Reading Recovery and a specific phonological training. Approximately 400 children were pre-tested, 95 were assigned to Reading Recovery, 97 to Phonological Training and the remainder acted as controls. In the short and medium term both interventions significantly improved aspects of children's reading, Reading Recovery having a broader and more powerful effect. In the long-term, 31/2 years after intervention, there were no significant effects on reading overall, though Reading Recovery had a significant effect for a subgroup of children who were complete non-readers at 6 years old. Phonological Training had a significant effect on spelling. The short and medium-term effects demonstrate that it is possible substantially to reduce children's reading problems. The long-term effects raise doubts about relying on early intervention alone. © United Kingdom Literacy Association 2007

Young children's cognitive achievement: home learning environment, language and ethnic background

For decades, research has shown differences in cognitive assessment scores between White and minority ethnic group(s) learners as well as differences across different minority ethnic groups. More recent data have indicated that the home learning environment and languages spoken can impact cognitive assessment and other corollary outcomes. This study uses the Millennium Cohort Study to jointly assess how minority ethnic group, home learning environment and home languages predict child cognitive assessment scores. Regression analyses were conducted using two assessment measures. The following is hypothesised: (1) cognitive achievement scores vary by minority ethnic group, (2) more home learning environment in early childhood leads to higher cognitive development scores and (3) English only in the home yields the highest cognitive scores while no English in the home yields the lowest. Findings reveal that there are differences in cognitive scores along ethnic group categories although there are also some unexpected findings. Home learning environment does not play as large a role as was predicted in raising the assessment scores overall for learners while speaking English in the home does, irrespective of ethnic background

Literacy difficulties and emotional and behaviour disorders: causes and consequences

Background: There is a well-established association between literacy difficulties and emotional and behavior disorders (EBD). However, the scarcity of experimental studies means directions of causality are not clear. Aims: This study investigates causal relationships between literacy and EBD, and implications of co-morbidity for intervention. Sample and method: In the first year of a quasi-experimental study of 258 six-year-olds with reading difficulties: 87 received Phonological Training (PT), 81 received Reading Recovery (RR), and 90 in the control group received standard tuition. Children were followed up immediately post-intervention and four years later. Results: Immediately post-intervention, RR significantly improved children’s literacy (Cohen’s d = .89). Four years later both RR and PT had small effects on literacy (Cohen’s d = .25 and .26 respectively). These effects provided the opportunity to test the hypothesis that literacy difficulties cause or exacerbate EBD. This hypothesis was not supported as neither intervention reduced EBD. There was an interaction between hyperactivity symptoms at baseline and the effectiveness of PT, with PT being effective for children with few or no symptoms but ineffective for those with symptoms. EBD did not moderate the effectiveness of RR. Conduct disorder and hyperactivity at baseline had negative effects on literacy progress. Conclusions: Literacy difficulties do not appear to be a cause of EBD but conduct disorder and hyperactivity exacerbate literacy difficulties. This may be due to EBD interfering with the effectiveness of instruction. If children have more than one problem they probably need more or different support

Tee-Oodle-Um-Bum-Bo

[Verse 1]Soon you will meet Folks on the street, And you’ll want to know the little tune They croon, I’m one who knows Just how it goes. I will sing that little thing that You’re missin’, Now, listen: [Chorus]Tee-ood-le-um-bum-bo That’s how it goes. Tee-ood-le-um-bum-bo The tune that grows More chummy and hummy ev’ry day: So snappy, each happy Man and miss’ll Learn to whistle Tee-ood-le-um-bum-bo And then you’ll see No matter where you go That tune will be. I’ll bet you it gets you When it becomes The tune that ev’rybody hums (hum) The tune that ev’rybody hums

The role of pre-school quality in promoting resilience in the cognitive development of young children

The study reported here investigates the role of pre-school education as a protective factor in the development of children who are at risk due to environmental and individual factors. This investigation builds upon earlier research by examining different kinds of 'quality' in early education and tests the hypothesis that pre-schools of high quality can moderate the impacts of risks upon cognitive development. Cognitive development was measured in 2857 English pre-schoolers at 36 and 58 months of age, together with 22 individual risks to children's development, and assessments were made of the quality of their pre-school provision. Multilevel Structural Equation Modelling revealed that: the global quality of pre-school can moderate the effects of familial risk (such as poverty); the relationships between staff and children can moderate the effects of child level risk (such as low birth weight); and the specific quality of curricular provision can moderate the effects of both. Policy makers need to take quality into account in their efforts to promote resilience in young 'at risk' children through early childhood services

Evaluation of the Graduate Leader Fund: Factors relating to quality: findings from the baseline study

This is the final version of the report. Available from the Department for Education via the link in this record.

Integrating reading and literature into content area curriculum through thematic units

The goals of this project include developing a way to efficiently teach the many required subjects in the overloaded elementary school day and incorporating litrature into content area curriculum

Genus-Specific Carbon Fixation Activity Measurements Reveal Distinct Responses to Oxygen among Hydrothermal Vent Campylobacteria

Molecular surveys of low temperature deep-sea hydrothermal vent fluids have shown that Campylobacteria (previously Epsilonproteobacteria) often dominate the microbial community and that three genera, Arcobacter, Sulfurimonas, and Sulfurovum, frequently coexist. In this study, we used replicated radiocarbon incubations of deep-sea hydrothermal fluids to investigate activity of each genus under three experimental conditions. To quantify genus-specific radiocarbon incorporation, we used newly designed oligonucleotide probes for Arcobacter, Sulfurimonas, and Sulfurovum to quantify their activity using catalyzed-reporter deposition fluorescence in situ hybridization (CARD-FISH) combined with fluorescence-activated cell sorting. All three genera actively fixed CO2 in short-term (similar to 20 h) incubations, but responded differently to the additions of nitrate and oxygen. Oxygen additions had the largest effect on community composition, and caused a pronounced shift in community composition at the amplicon sequence variant (ASV) level after only 20 h of incubation. The effect of oxygen on carbon fixation rates appeared to depend on the initial starting community. The presented results support the hypothesis that these chemoautotrophic genera possess functionally redundant core metabolic capabilities, but also reveal finer-scale differences in growth likely reflecting adaptation of physiologically-distinct phylotypes to varying oxygen concentrations in situ. Overall, our study provides new insights into how oxygen controls community composition and total chemoautotrophic activity, and underscores how quickly deep-sea vent microbial communities respond to disturbances. IMPORTANCE Sulfidic environments worldwide are often dominated by sulfur-oxidizing, carbon-fixing Campylobacteria. Environmental factors associated with this group's dominance are now understood, but far less is known about the ecology and physiology of members of subgroups of chemoautotrophic Campylobacteria. In this study, we used a novel method to differentiate the genus-specific chemoautotrophic activity of three subtypes of Campylobacteria. In combination with evidence from microscopic counts, chemical consumption/production during incubations, and DNA-based measurements, our data show that oxygen concentration affects both community composition and chemoautotrophic function in situ. These results help us better understand factors controlling microbial diversity at deep-sea hydrothermal vents, and provide first-order insights into the ecophysiological differences between these distinct microbial taxa

National evaluation of the neighbourhood nurseries: integrated report

Report description: The NNI was launched in 2001 to provide high quality childcare in the most disadvantaged neighbourhoods of England, to help parents into employment, reduce child poverty and boost children’s development. By 2005 45,000 new childcare places had been created in approximately 1,400 neighbourhood nurseries. This report brings together the findings of the four individual strands of the National Evaluation of Neighbourhood Nurseries Initiative as shown above and makes a number of recommendations. The report shows the rationale for the government’s strategy in targeting disadvantaged neighbourhoods and in focusing on high quality childcare to provide the link between raising parental employment and income and improving children’s life chances

The influence of different forms of early childcare on children's emotional and behavioural development at school entry

Background: Over the past few decades there has been a dramatic increase in maternal employment and, as a result, an increase in the use of non-maternal childcare in the early years. The purpose of this longitudinal study was to examine, in a large representative English sample, the influence of different forms of childcare on children's behavioural and emotional development around the age of school entry. Methods: A sample of 991 families, originally recruited when the children were 3 months old, was assessed around school entry age at 51 months. The main outcome variable was the children's emotional and behavioural functioning, measured by questionnaire completed by both mothers and teachers. A range of repeated assessments were carried out at different time points, including direct observation of the quality of maternal caregiving and observations of the quality of non-parental care, and amount of time spent in different forms of care. Results: The strongest and most consistent influences on behaviour and emotional problems were derived from the home, including lower socio-demographic status, poorer maternal caregiving, parental stress/maternal mental health problems, as well as child gender (being a boy). Non-parental childcare had small effects on child outcome. One finding that did emerge was that children who spent more time in group care, mainly nursery care, were more likely to have behavioural problems, particularly hyperactivity. Conclusions: These findings suggest that interventions to enhance children's emotional and behavioural development might best focus on supporting families and augmenting the quality of care in the home