A Relationship Between Auditory Evoked Responses to Speech Sounds Recorded at Birth and Vocabulary Size as Measured by the Peabody Picture Vocabulary Test Administered at Three Years of Age

The role of biological components as related to language processes has received increased attention in recent years. Evidence from a variety of different methodologies has indicated the presence of early hemisphere differences in young infants. Yet the relationship between such early differences and later language development has remained unclear although several recent reports suggest a marked relationship between the two. The present paper examined the relationship between such lateralized responses in young infants and performance on the Peabody Picture Vocabulary test at three years of age

1989 Logan Herald Journal Articles on Religion and Homosexuality

Text document combined contents of 1989-Aug 30 Herald-Journal Logan file articles "Gays share views of relationship with church" and "Former church member recounts His experiences" includes interview with Connell "Rocky" O\u27Donova

Spaces where we know who to be: Black girls reading reflections of and speaking for themselves

This study explores how academically talented Black girls read, write and narrate their lived experiences while attending a predominantly white, selective admissions urban high school. Black girls in these types of settings often experience feelings of isolation and silencing, unjust treatment, and underrepresentation in the curriculum (Carter, 2006; Fordham, 1996; Henry, 1998b; Pastor et al., 1996; Rollock, 2007). Drawing from a year-long qualitative study on the development and enactment of a special interest class, this narrative inquiry documents the co-construction of this class, or safe space, with eight young women. Drawing upon Critical Race Theory, Black feminist epistemology, and New Literacy Studies, the study addresses questions of agency, social injustice, and under/representation by exploring with Black girls the counternarratives of their lived experiences. This study describes how young Black women used discursive and literacy practices to transgress common notions of Black girlhood, as well as to sort out queries into their own identities. In this setting, all of the students were academically gifted, so the usual issues often facing Black students in schools in terms of the achievement gap were absent. Instead, the participants in this study explored issues of racial tensions in and out of school. The data in this study suggest that the participants have feelings of invisibility in school, experience social injustice both in and out of school, and struggle with complex relationships with other Black kids. Additionally, the space that was created within the context of this study was used by the participants not only to work on their individual identities, but also to help each other sort through some of the disruptions they were facing in their common experiences. The stories of the participants in this study offer new perspectives on socially just educational practices for gifted Black girls. They also suggest a number of opportunities and challenges associated with addressing racial tensions in schools, and confirm the importance of capitalizing on students\u27 epistemologies. This study examines possibilities for reimagining what it would mean to have multiracial educational practices that respect and build on the complexities of the concept of diversity

Spaces where we know who to be: Black girls reading reflections of and speaking for themselves

This study explores how academically talented Black girls read, write and narrate their lived experiences while attending a predominantly white, selective admissions urban high school. Black girls in these types of settings often experience feelings of isolation and silencing, unjust treatment, and underrepresentation in the curriculum (Carter, 2006; Fordham, 1996; Henry, 1998b; Pastor et al., 1996; Rollock, 2007). Drawing from a year-long qualitative study on the development and enactment of a special interest class, this narrative inquiry documents the co-construction of this class, or safe space, with eight young women. Drawing upon Critical Race Theory, Black feminist epistemology, and New Literacy Studies, the study addresses questions of agency, social injustice, and under/representation by exploring with Black girls the counternarratives of their lived experiences. This study describes how young Black women used discursive and literacy practices to transgress common notions of Black girlhood, as well as to sort out queries into their own identities. In this setting, all of the students were academically gifted, so the usual issues often facing Black students in schools in terms of the achievement gap were absent. Instead, the participants in this study explored issues of racial tensions in and out of school. The data in this study suggest that the participants have feelings of invisibility in school, experience social injustice both in and out of school, and struggle with complex relationships with other Black kids. Additionally, the space that was created within the context of this study was used by the participants not only to work on their individual identities, but also to help each other sort through some of the disruptions they were facing in their common experiences. The stories of the participants in this study offer new perspectives on socially just educational practices for gifted Black girls. They also suggest a number of opportunities and challenges associated with addressing racial tensions in schools, and confirm the importance of capitalizing on students\u27 epistemologies. This study examines possibilities for reimagining what it would mean to have multiracial educational practices that respect and build on the complexities of the concept of diversity